General: 141
Focused questionnaire | Developed for a specific outbreak investigation, often with a shorter, more focused list of exposures than hypothesis-generating questionnaire; types included questionnaires developed based on a specific menu, and questionnaires developed after initial, longer, questionnaires ruled out potential sources. | 159 (17.6) | Single: 96 General: 63 |
Routine questionnaire | Administered as part of initial case (routine) follow-up, often prior to an outbreak being identified or laboratory testing for the pathogen; the questionnaires are usually brief, containing only common risk factors. | 133 (14.7) | Single: 43 General: 90 |
Enhanced surveillance questionnaire | Standardised questionnaire routinely administered as part of an enhanced surveillance initiative for a specific pathogen. Administered to cases following laboratory confirmation for specific pathogens. | 13 (1.4) | Single: 3 General: 10 |
Questionnaire, unspecified | Questionnaires used to identify exposures not described as either focused, routine, enhanced surveillance or hypothesis generating. | 127 (14.1) | Single: 42 General: 85 |
Interviews & focus groups | | | |
In-person interviewing | Face-to-face interviews, sometimes in the cases' home | 50 (5.5) | Single: 27 General: 23 |
Open-ended interviewing | Unstructured, exploratory interview with open-ended questions to collect a detailed exposure history. Questions included food preferences, routines, habits and usual activities. | 38 (4.2) | Single: 13 General: 25 |
Iterative interviewing | Questionnaire items were modified as new cases were interviewed, based on additional information provided by new cases. Exposures reported were amended in the questionnaire for future cases. Previous cases may be re-interviewed with new questions. | 16 (1.8) | Single: 4 General: 12 |
Centralised interviewing | All interviews were conducted by one organisation, with one or more interviewers. Close proximity of interviewers enabled regular discussion of common exposures, which were used to generate hypotheses. | 8 (0.9) | Single: 2 General: 6 |
Focus groups | Multiple interviewers or cases were brought together to discuss exposures to identify commonalities. Group discussion prompted recall of previously forgotten exposures and improved investigators' understanding of plausible sources and transmission routes to support hypothesis generation. | 6 (0.7) | Single: 1 General: 5 |
Single interviewer | All interviews were conducted by the same person, which facilitated hypothesis generation because one can more easily identify commonalities across cases during interviews. | 4 (0.4) | Single: 0 General: 4 |
Food displays | Photographs or physical plates of food used during case interviews to help trigger better recall of exposures from cases. | 2 (0.2) | Single: 2 General: 0 |
Industry consultation | Consultations with independent industry experts to help generate hypotheses about suspected food items of interest or sources of contamination in the food production process. | 1 (0.1) | Single: 0 General: 1 |
Analytic methods | | | |
Analytic Study | An analytic study conducted in the absence of a clearly stated hypothesis. Used to identify significantly different exposures between cases and controls. Types included: case-control, cohort, case-cohort, case-chaos, case-case and case-crossover. | 585 (64.8) | Single: 345 General: 240 |
Interesting descriptive epidemiology | Examination of unique or interesting features of person, place, or time to identify patterns that provided clues about potential sources of the outbreak. | 304 (33.7) | Single: 118 General: 186 |
Investigation of sub-clusters | Investigation of a localised event or non-household setting, such as a restaurant, linked to two or more cases in the outbreak to help identify common exposures. | 37 (4.1) | Single: 4 General: 33 |
Binomial Probability/comparison to population estimates | Case exposure frequencies were compared to background rates or population exposure estimates, often using binomial probability calculations, to generate hypotheses about likely sources. Hypotheses were based on a significantly higher level of exposure among cases compared to the baseline population data. | 30 (3.3) | Single: 0 General: 30 |
Investigation of outliers | Examination of one or a subset of cases with unusual exposures or specific food preferences that differed from overall sample. This helped generate new hypotheses or narrow down the number of hypotheses. | 4 (0.4) | Single: 2 General: 2 |
Sampling & inspection | | | |
Food or environmental sampling | Sampling available food items in homes or restaurants, or obtaining environmental swabs of food preparation areas or other plausible sources to identify, through laboratory testing, a source linked to the outbreak. | 296 (32.8) | Single: 202 General: 94 |
Facility inspections | Inspection of a facility to identify possible sources of contamination and foods that might be implicated by such contamination; could involve inspecting food handling and storage practices, food preparation activities, employee hygiene, water sanitation systems, or reviewing policies and procedures. | 252 (27.9) | Single: 209 General: 43 |
Food handler testing | Biological sampling of food handlers working at suspected food establishments. Used to identify, through laboratory testing, a source linked to the outbreak. | 23 (2.5) | Single: 19 General: 4 |
Household inspection | Inspection of a case's home to identify possible sources of contamination and foods that might be implicated by such contamination. Could involve inventories of pantry items for comparison across cases to aid in hypothesis generation of common exposures. | 2 (0.2) | Single: 0 General: 2 |
Other methods | | | |
Review of existing information | Reviewing information sources to generate hypotheses about previously reported exposures to the pathogen or biologically plausible exposures; sources included peer-reviewed scientific or grey literature, published reports, or disease surveillance systems. | 86 (9.5) | Single: 14 General: 72 |
Epidemiology traceback | Traceback to determine whether food consumed by multiple cases commonly converges in the supply chain or to compare the distribution of illnesses to the distribution of a food commodity to see if patterns emerged to help generate hypotheses. | 56 (6.2) | Single: 10 General: 46 |
Menu or recipe analysis | Review of a menu or recipes to verify exposures reported by cases, or to identify specific ingredients within reported meals. | 51 (5.7) | Single: 34 General: 17 |
Purchase records | Records of sales transactions, such as receipts, bank statements, or loyalty card history, used to verify exposure, identify commonalities between cases, or obtain product details. Institutional purchase and delivery records reviewed to generate hypotheses about plausible outbreak sources. | 39 (4.3) | Single: 8 General: 31 |
Anecdotal reports | Unverified reports or suspicions from cases/external sources, such as the public or medical professionals, about the potential source(s) of an outbreak. Obtained directly from individuals, or through online media such as web forums or social media. | 37 (4.1) | Single: 24 General: 13 |
Spatial epidemiology | Spot-mapping or geo-mapping cases to identify potential location-based linkages across cases, such as common grocery stores, activities or neighbourhoods. | 6 (0.7) | Single: 2 General: 4 |
Contact tracing/social network analysis | Identification of all people who came into contact with a case to provide clues regarding plausible sources of illness. | 3 (0.3) | Single: 2 General: 1 |
Anthropological investigation | Team of anthropologists employing ethnographic techniques to understand culturally-specific exposures; helped develop culturally-appropriate questionnaire for hypothesis generation within local language and customs. | 1 (0.1) | Single: 0 General: 1 |
Tracer testing | Fluorescent dyes placed in a water or sanitation system to understand connections and travel time of water or effluent, which helped generate hypotheses about sources of water contamination. | 1 (0.1) | Single: 1 General: 0 |
Single setting outbreaks
The proportion that each method was used within single setting outbreaks, such as a restaurant, nursing home, or event, is reported in Figure 2 . The most commonly reported methods used in single setting outbreaks included analytic studies ( n = 345, 27.2%), facility inspections ( n = 209, 16.5%) and food or environmental sampling ( n = 202, 15.9%). The least common methods used in single setting outbreaks included focus groups ( n = 1, 0.1%) and tracer testing ( n = 1, 0.1%). Binomial probability/comparison to population estimates, single interviewer and anthropological investigation were not reported in single setting outbreaks.
Hypothesis generation methods used in single setting outbreaks.
General population outbreaks
The proportion that each method was used in general population outbreaks, outbreaks not related to a single event or venue, is reported in Figure 3 . The most commonly used methods in general population outbreaks included analytic studies ( n = 240, 18.7%), interesting descriptive epidemiology ( n = 186, 14.5%) and hypothesis generation questionnaires ( n = 141, 11.0%). The least common methods used in general population outbreaks included anthropological investigation ( n = 1, 0.1%), contact tracing/social network analysis ( n = 1, 0.1%) and industry consultation ( n = 1, 0.1%). Tracer testing and food displays were not reported in general population outbreaks.
Hypothesis generation methods used in general population outbreaks.
Hypothesis generation innovation and trends 2000–2015
Trends in method use over the 15-year span were examined in 5-year increments (Supplementary Material S3). Small increases were observed in the use of anecdotal reports, purchase records, binomial probability/population comparison, facility inspections and review of existing information. A decline was observed in the use of analytic studies. Other methods had variable use over the time period or were relatively stable.
Methodology papers
Of the 10 615 citations screened, 33 (0.3%) methods papers were identified (Supplementary Material S2). These papers focused on evaluating existing methods or comparing standard vs. a novel approach to hypothesis generation (Supplementary Material S4). Of these, the most commonly discussed method was analytic studies ( n = 11, 33.3%). This included five on the validity of case-chaos methodology [ 10 – 14 ], two on case-case methodology [ 15 , 16 ], two on case-control methodology [ 17 , 18 ], one discussing the validity of case-cohort methodology [ 19 ] and one discussing the validity of case-crossover methodology [ 20 ].
The use of laboratory methods, including whole genome sequencing, was described in five (15.2%) papers [ 21 – 25 ]. Traceback procedures were explored in five (15.2%) papers, including three on the use of network analysis [ 26 – 28 ], one on the use of food flow information [ 29 ] and one examining the use of relational systems to identify sources common to different cases [ 30 ]. Four (12.1%) papers described broad outbreak investigation activities, which included the hypothesis generation step, one from the United Kingdom [ 31 ], one from Quebec, Canada [ 32 ], one from Minnesota [ 33 ] and one from the Centers for Disease Control and Prevention (CDC) in the United States [ 34 ]. Three (9.1%) papers explored interviewing techniques, two examining the use of computer assisted telephone interviews (CATI) technology [ 35 , 36 ] and one on when to collect interview-intensive dose-response data [ 37 ]. Three (9.1%) papers compared online questionnaires to phone or paper questionnaires [ 38 – 40 ]. Finally, one (3.0%) paper examined the use of mathematical topology methods to generate hypotheses [ 41 ] and another (3.0%) paper examined the use of sales record data to generate hypotheses [ 42 ].
The most commonly reported hypothesis generation methods identified in this scoping review included analytic studies, descriptive epidemiology, food or environmental sampling and facility inspections. Uncommon methods included industry consultation, tracer testing, anthropologic investigations and the use of food displays. Most outbreak investigations employed multiple methods to generate hypotheses and the context of the outbreak was an important determinant for some methods.
The multitude of hypothesis generation methods described and the use of multiple methods by most outbreak investigators point to the complexity of investigating enteric illness outbreaks. Many methods described are complementary with other methods or may be used in sequence as an investigation progress. For example, routine and enhanced surveillance questionnaires will often be collected before an outbreak is even identified, while hypothesis generating questionnaires are frequently used at the beginning of an outbreak when the focus of the investigation is quite broad. The use of descriptive epidemiology is generally based on questionnaire data and is often one of the first hypothesis generation methods employed in outbreak investigations. Other methods, such as food or environmental sampling, facility inspections and food handler testing may be used in conjunction with questionnaires, particularly if the outbreak occurred in one setting or at an event. Both open-ended and iterative interviewing frequently occur later in investigations when no obvious source has emerged or as new cases are identified.
Investigators consider many factors when choosing a hypothesis generation method. For example, the length of time that has elapsed between case exposure and the identification of outbreak impact investigation tools such as the collection of contaminated food and environmental samples or facility inspections and traceback investigations [ 43 – 45 ]. Cost and feasibility are also important considerations for many hypothesis generation methods. Analytic studies can be expensive and time consuming [ 46 ], while food and environmental sampling requires laboratory resources for testing [ 47 , 48 ]. Changes in method type used over time, for example increases in the use of anecdotal reports and purchase records, likely reflect the increase in available technology such as online reporting through social media, and availability of online records. The decline in the use of analytic methods may reflect the increased availability of other, less expensive, hypothesis generation methods such as population comparisons or purchase records.
Outbreak setting can impact the choice of hypothesis generation methods. Methods frequently used in single setting outbreaks include tailored menu-based interviewing, facility inspections and food handler testing. These methods are well-suited to these settings because the common connection across cases is obvious and the source is expected to be identified at a single location common to the cases, such as a restaurant or hospital. For outbreaks related to a single event such as weddings or conferences, analytic studies such as a retrospective cohort are well suited to investigating known exposed populations. In contrast, the use of purchase records, such as store loyalty cards or credit card statements, is utilised when the outbreak is among the general population and there appears to be no obvious connection between cases. Similarly, a review of existing information is a method used frequently in outbreaks among the general population when the range of plausible sources of illness is substantially larger than would be present in single event outbreaks. Outbreak setting thus has implications for the feasibility and usefulness of many hypothesis generation methods.
One finding of this scoping review is that hypothesis generation methods are not well reported within outbreak reports. Descriptions of hypothesis generation methods and sequence of events were often limited or entirely omitted from the publications. This incomplete reporting makes it difficult to interpret how frequently some methods are used by outbreak investigation teams compared to what outbreaks are written up and published in detail. Thus, it is likely that some common methods such as routine questionnaires were underreported and are thus underrepresented in this review. Methods that did not contribute to the identification of the source may also not be reported. Thorough reporting of all hypothesis generation methods used by outbreak investigators would allow for a more comprehensive understanding of the range and frequency of methods used to investigate outbreaks.
Most of the methods papers identified in this review focused on analytic studies, laboratory methods, traceback, interviews and questionnaires. No methods papers were identified related to several hypothesis generation methods reported in this review, including focus groups, iterative interviewing, open-ended interviewing, descriptive epidemiology, sub-cluster and outlier investigation, food or environmental sampling, facility inspections, food handler testing, review of existing information, menu or recipe analysis, anecdotal reports and social network analysis. The paucity of methods papers exploring hypothesis generation methods is an important literature gap. The relative merits of different hypothesis generation methods, their validity and reliability and comparable effectiveness across outbreak investigations, are needed to support outbreak investigator decision-making.
The frequencies of hypothesis generation methods reported in this scoping review may differ from their frequencies in practice as most outbreaks identified had successfully identified the source of the outbreak. Only 15% failed to identify the source of the outbreak, which is a much lower proportion than expected in practice [ 49 , 50 ]. This suggests that investigations where the source is not identified are less likely to be published and/or are published with few details, so they did not fulfil the inclusion criteria. This underreporting makes it impossible to accurately assess individual hypothesis generation methods' relative impact on investigation success based solely on published literature. Increased reporting of outbreak investigations where the source is not identified would improve our understanding of effective vs. ineffective hypothesis generation method use. Alternatively, organisations with access to administrative data on a full complement of outbreaks could analyse the relationship between the hypothesis generation methods used and associated outcomes of all outbreak investigations. For instance, Murphree et al . [ 49 ] compared the success of analytic studies to other methods in identifying a food vehicle across all outbreaks in the United States Foodborne Diseases Active Surveillance Network (FoodNet) catchment area. Analytic studies had a 47% success rate compared to all other methods with a 14% success rate [ 49 ], suggesting that analytic studies, where feasible, are more likely to lead to the identification of the source. However, given that analytic studies are not always feasible or appropriate, additional information on the relative success of other methods would help outbreak investigators choose appropriate methods to optimise the likelihood of successfully identifying the source. It would be valuable if outbreak investigators reported brief evaluations of their hypothesis generation methods to improve our understanding of the strengths and limitations of each method.
This review employed a comprehensive search strategy to identify enteric outbreak investigations and articles on hypothesis generation methods for outbreaks or other foodborne illness investigations. It is possible that despite our efforts some outbreak reports with hypothesis generation information were missed, as outbreaks are often not reported in the peer-reviewed literature and thus are not indexed in searchable bibliographic databases. To circumvent this shortfall, we performed a comprehensive grey literature search, however, it is possible some relevant reports were missed. It is also possible that there is some language bias, as the search was conducted in English and only papers reported in English or French were included in the review. This may have resulted in a failure of the search to identify relevant non-English papers. The effect of this on our results and conclusions is unknown. Lastly, because some methods identified in this review could be used for either hypothesis generation or hypothesis testing, we may have misclassified some uses of those methods as hypothesis generation when the investigators actually used the method for hypothesis testing. We relied on author reporting to understand when hypothesis generation was taking place, but incomplete or inadequate reporting may have resulted in misclassification that overestimated the extent to which some methods, such as analytic studies, are used to generate hypotheses.
This review demonstrated the range of hypothesis generation methods used in enteric illness outbreak investigations in humans. Most outbreaks were investigated using a combination of methods, highlighting the complexity of outbreak investigations and the requirement to have a suite of hypothesis generation approaches to choose from, as a single approach may not be appropriate in all situations. Research is needed to comprehensively understand the effectiveness of each hypothesis generation method in identifying the source of the outbreak, improving investigators' ability to choose the most suitable hypothesis generation methods to enable successful source identification.
Acknowledgements
The Public Health Agency of Canada library for their help in the procurement of publications. The Public Health Agency of Canada Centre for Food-borne, Environmental and Zoonotic Infectious Diseases, Outbreak Management Division contributors: Jennifer Cutler, Kristyn Franklin, Ashley Kerr, Vanessa Morton, Florence Tanguay, Joanne Tataryn, Kashmeera Meghnath, Mihaela Gheorghe, Shiona Glass-Kaastra.
Conflict of interest
Financial support.
This research received no specific grant from any funding agency, commercial or not-for-profit sectors.
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Impacts of generative artificial intelligence in higher education: research trends and students’ perceptions.
1. Introduction
2. materials and methods.
- “Generative Artificial Intelligence” or “Generative AI” or “Gen AI”, AND;
- “Higher Education” or “University” or “College” or “Post-secondary”, AND;
- “Impact” or “Effect” or “Influence”.
- Q1— Does GenAI have more positive or negative effects on higher education? Options (to choose one): 1. It has more negative effects than positives; 2. It has more positive effects than negative; 3. There is a balance between positive and negative effects; 4. Don’t know.
- Q2— Identify the main positive effect of Gen AI in an academic context . Open-ended question.
- Q3— Identify the main negative effect of Gen AI in an academic context . Open-ended question.
3.1. Impacts of Gen AI in HE: Research Trends
3.1.1. he with gen ai, the key role that pedagogy must play, new ways to enhance the design and implementation of teaching and learning activities.
- Firstly, prompting in teaching should be prioritized as it plays a crucial role in developing students’ abilities. By providing appropriate prompts, educators can effectively guide students toward achieving their learning objectives.
- Secondly, configuring reverse prompting within the capabilities of Gen AI chatbots can greatly assist students in monitoring their learning progress. This feature empowers students to take ownership of their education and fosters a sense of responsibility.
- Furthermore, it is essential to embed digital literacy in all teaching and learning activities that aim to leverage the potential of the new Gen AI assistants. By equipping students with the necessary skills to navigate and critically evaluate digital resources, educators can ensure that they are prepared for the digital age.
The Student’s Role in the Learning Experience
The key teacher’s role in the teaching and learning experience, 3.1.2. assessment in gen ai/chatgpt times, the need for new assessment procedures, 3.1.3. new challenges to academic integrity policies, new meanings and frontiers of misconduct, personal data usurpation and cheating, 3.2. students’ perceptions about the impacts of gen ai in he.
- “It harms the learning process”: ▪ “What is generated by Gen AI has errors”; ▪ “Generates dependence and encourages laziness”; ▪ “Decreases active effort and involvement in the learning/critical thinking process”.
4. Discussion
- Training: providing training for both students and teachers on effectively using and integrating Gen AI technologies into teaching and learning practices.
- Ethical use and risk management: developing policies and guidelines for ethical use and risk management associated with Gen AI technologies.
- Incorporating AI without replacing humans: incorporating AI technologies as supplementary tools to assist teachers and students rather than replacements for human interaction.
- Continuously enhancing holistic competencies: encouraging the use of AI technologies to enhance specific skills, such as digital competence and time management, while ensuring that students continue to develop vital transferable skills.
- Fostering a transparent AI environment: promoting an environment in which students and teachers can openly discuss the benefits and concerns associated with using AI technologies.
- Data privacy and security: ensuring data privacy and security using AI technologies.
- The dynamics of technological support to align with the most suitable Gen AI resources;
- The training policy to ensure that teachers, students, and academic staff are properly trained to utilize the potential of Gen AI and its tools;
- Security and data protection policies;
- Quality and ethical action policies.
5. Conclusions
- Database constraints: the analysis is based on existing publications in SCOPUS and the Web of Science, potentially omitting relevant research from other sources.
- Inclusion criteria: due to the early stage of scientific production on this topic, all publications were included in the analysis, rather than focusing solely on articles from highly indexed journals and/or with a high number of citations as recommended by bibliometric and systematic review best practices.
- Dynamic landscape: the rate of publications on Gen AI has been rapidly increasing and diversifying in 2024, highlighting the need for ongoing analysis to track trends and changes in scientific thinking.
Author Contributions
Institutional review board statement, informed consent statement, data availability statement, conflicts of interest.
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Click here to enlarge figure
| Selected Group of Students | Students Who Answered the Questionnaire |
---|
| M | F | M | F |
---|
|
1st year | 59 | 5 | 34 | 2 |
2nd year | 36 | 5 | 29 | 4 |
|
1st year | 39 | 3 | 24 | 2 |
2nd year | 21 | 2 | 15 | 2 |
| | | | |
| |
Country | N. | Country | N. | Country | N. | Country | N. |
---|
Australia | 16 | Italy | 2 | Egypt | 1 | South Korea | 1 |
United States | 7 | Saudi Arabia | 2 | Ghana | 1 | Sweden | 1 |
Singapore | 5 | South Africa | 2 | Greece | 1 | Turkey | 1 |
Hong Kong | 4 | Thailand | 2 | India | 1 | United Arab Emirates | 1 |
Spain | 4 | Viet Nam | 2 | Iraq | 1 | Yemen | 1 |
United Kingdom | 4 | Bulgaria | 1 | Jordan | 1 | | |
Canada | 3 | Chile | 1 | Malaysia | 1 | | |
Philippines | 3 | China | 1 | Mexico | 1 | | |
Germany | 2 | Czech Republic | 1 | New Zealand | 1 | | |
Ireland | 2 | Denmark | 1 | Poland | 1 | | |
Country | N. | Country | N. | Country | N. | Country | N. |
---|
Singapore | 271 | United States | 15 | India | 2 | Iraq | 0 |
Australia | 187 | Italy | 11 | Turkey | 2 | Jordan | 0 |
Hong Kong | 37 | United Kingdom | 6 | Denmark | 1 | Poland | 0 |
Thailand | 33 | Canada | 6 | Greece | 1 | United Arab Emirates | 0 |
Philippines | 31 | Ireland | 6 | Sweden | 1 | Yemen | 0 |
Viet Nam | 29 | Spain | 6 | Saudi Arabia | 1 | | |
Malaysia | 29 | South Africa | 6 | Bulgaria | 1 | | |
South Korea | 29 | Mexico | 3 | Czech Republic | 0 | | |
China | 17 | Chile | 3 | Egypt | 0 | | |
New Zealand | 17 | Germany | 2 | Ghana | 0 | | |
Categories | Subcategories | Nr. of Documents | References |
---|
HE with Gen AI | | 15 | ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ). |
| 15 | ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ). |
| 14 | ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ). |
| 8 | ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ). |
Assessment in Gen AI/ChatGPT times | | 8 | ( ); ( ); ( ); ( ); ( ); ( ); ( ); ( ). |
New challenges to academic integrity policies | | 4 | ( ); ( ); ( ); ( ). |
Have You Tried Using a Gen AI Tool? | Nr. | % |
---|
Yes | 52 | 46.4% |
No | 60 | 53.6% |
| | |
Categories and Subcategories | % | Unit of Analysis (Some Examples) |
---|
1. Learning support: |
1.1. Helpful to solve doubts, to correct errors | 34.6% | |
1.2. Helpful for more autonomous and self-regulated learning | 19.2% | |
2. Helpful to carry out the academic assignments/individual or group activities | 17.3% | |
3. Facilitates research/search processes |
3.1. Reduces the time spent with research | 13.5% | |
3.2. Makes access to information easier | 9.6% | |
4. Reduction in teachers’ workload | 3.9% | |
5. Enables new teaching methods | 1.9% | |
Categories and Subcategories | % | Unit of Analysis (Some Examples) |
---|
1. Harms the learning process: |
1.1. What is generated by Gen AI has errors | 13.5% | |
1.2. Generates dependence and encourages laziness | 15.4% | |
1.3. Decreases active effort and involvement in the learning/critical thinking process | 28.8% | |
2. Encourages plagiarism and incorrect assessment procedures | 17.3% | |
3. Reduces relationships with teachers and interpersonal relationships | 9.6% | |
4. No negative effect—as it will be necessary to have knowledge for its correct use | 7.7% | |
5. Don’t know | 7.7% | |
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Share and Cite
Saúde, S.; Barros, J.P.; Almeida, I. Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions. Soc. Sci. 2024 , 13 , 410. https://doi.org/10.3390/socsci13080410
Saúde S, Barros JP, Almeida I. Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions. Social Sciences . 2024; 13(8):410. https://doi.org/10.3390/socsci13080410
Saúde, Sandra, João Paulo Barros, and Inês Almeida. 2024. "Impacts of Generative Artificial Intelligence in Higher Education: Research Trends and Students’ Perceptions" Social Sciences 13, no. 8: 410. https://doi.org/10.3390/socsci13080410
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Hypothesis generation is an early and critical step in any hypothesis-driven clinical research project. Because it is not yet a well-understood cognitive process, the need to improve the process goes unrecognized. Without an impactful hypothesis, the significance of any research project can be questionable, regardless of the rigor or diligence applied in other steps of the study, e.g., study ...
Thus, hypothesis generation is an important initial step in the research workflow, reflecting accumulating evidence and experts' stance. In this article, we overview the genesis and importance of scientific hypotheses and their relevance in the era of the coronavirus disease 2019 (COVID-19) pandemic. ... Review articles are generated by ...
However, scientific hypothesis generation with human participants is rare in the literature. Although hypothesis generation is an early step in scientific studies and research projects 1 and its critical role has been broadly recognized 27-29, few studies have focused on understanding the principles or exploring the mechanisms of the process.
A review for clinical outcomes research: hypothesis generation, data strategy, and hypothesis-driven statistical analysis. ... The days of relying upon the "chart review" for definitive answers has passed us by. How, then, can we answer important clinical questions using current tools from the rapidly developing world of outcomes research ...
Hypothesis Generation is a literature-based discovery approach that utilizes existing literature to automatically generate implicit biomedical associations and provide reasonable predictions for future research. ... Ulrich Dirnagl, 2021. Improving target assessment in biomedical research: the GOT-IT recommendations. Nature reviews Drug ...
The hypothesis-generating mode of research has been primarily practiced in basic science but has recently been extended to clinical-translational work as well. Just as in basic science, this approach to research can facilitate insights into human health and disease mechanisms and provide the crucially needed data set of the full spectrum of ...
Automated hypothesis generation (HG) focuses on uncovering hidden connections within the extensive information that is publicly available. This domain has become increasingly popular, thanks to modern machine learning algorithms. However, the automated evaluation of HG systems is still an open problem, especially on a larger scale. This paper presents a novel benchmarking framework Dyport for ...
the scientific hypothesis to determine the answer to research questions 2,4. Scientific hypothesis generation and scientific hypothesis testing are distinct processes 2,5. In clinical research, research questions are often delineated without the support of systematic data analysis (i.e., not data-driven) 2,6,7. Using and analyzing existing data ...
A review for clinical outcomes research: hypothesis generation, data strategy, and hypothesis-driven statistical analysis Surg Endosc. 2011 Jul;25(7):2254-60. doi: 10.1007/s00464-010-1543-7. Epub 2011 Feb 27. Authors David C Chang 1 , Mark A Talamini. Affiliation 1 Department of Surgery ...
Background Scientific hypothesis generation is a critical step in scientific research that determines the direction and impact of any investigation. Despite its vital role, we have limited knowledge of the process itself, hindering our ability to address some critical questions. Objective To what extent can secondary data analytic tools facilitate scientific hypothesis generation during ...
The hypothesis-generating mode of research has been primarily practiced in basic science but has recently been extended to clinical-translational work as well. Just as in basic science, this approach to research can facilitate insights into human health and disease mechanisms and provide the crucially needed data set of the full spectrum of ...
In science, experimentation and hypothesis generation often form an iterative cycle: a researcher asks a question, collects data and adjusts the question or asks a fresh one.
Principle 1 suggests that hypothesis-generation processes are a general case of cued recall in that the data or symptoms observed cue the retrieval of diagnostic hypotheses from either episodic long-term memory or knowledge. Note, however, that the retrieval goals in a hypothesis-generation task differ from the retrieval goals in the typical ...
The proposed hypothesis generation framework (HGF) finds "crisp semantic associations" among entities of interest - that is a step towards bridging such gaps. ... A manual review of the literature is performed to find evidences for some of the associations found only by the HGF; Table 2 summarizes these results.
The first part of the article demonstrates that as long as hypotheses are sparse (i.e., index less than half of the possible entities in the domain) then a positive test strategy is near optimal. The second part of this article then demonstrates that a preference for sparse hypotheses (a sparsity bias) emerges as a natural consequence of the ...
While hypothesis testing is a highly formalized activity, hypothesis generation remains largely informal. We propose a systematic procedure to generate novel hypotheses about human behavior, which uses the capacity of machine learning algorithms to notice patterns people might not. We illustrate the procedure with a concrete application: judge ...
Study flow and data sets used. The 2 × 2 study compared the hypothesis generation process of the clinical researchers with and without VIADS on the same datasets (), with the same study scripts (), and within the same timeframe (2 hours/study session), and they all followed the think-aloud method.The participants were separated into experienced and inexperienced clinical researchers based on ...
Jens Ludwig & Sendhil Mullainathan, 2024. "Machine Learning as a Tool for Hypothesis Generation," The Quarterly Journal of Economics, vol 139 (2), pages 751-827. Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public ...
The first part of the article demonstrates that as long as hypotheses are sparse (i.e., index less than half of the possible entities in the domain) then a positive test strategy is near optimal. The second part of this article then demonstrates that a preference for sparse hypotheses (a sparsity bias) emerges as a natural consequence of the ...
We champion the potential of AI for neuroscience exploration. We highlight both implicit, 'uninterpretable' models as aids in hypothesis formulation and symbolic regression for explicit hypothesis generation. For researchers from non-neuroscience backgrounds, we discuss domain-specific considerations in integrating AI into neuroscience research.
This is the essence of hypothesis generation. A hypothesis emerges from a set of underlying assumptions. It is an articulation of how those assumptions are expected to play out in a given context. In short, a hypothesis is an intelligent, articulated guess that is the basis for taking action and assessing outcomes.
Hypothesis Generation. Economics should be, as a science, concerned with formulating theories of ideas and reality that produce descriptions of how to understand phenomenon and create experiences, hypotheses generation, and data which need to be proven or disproven through testing and further analyses. ... In their review of agent-based ...
Foundational Models (FMs) are emerging as the cornerstone of the biomedical AI ecosystem due to their ability to represent and contextualize multimodal biomedical data. These capabilities allow FMs to be adapted for various tasks, including biomedical reasoning, hypothesis generation, and clinical decision-making. This review paper examines the foundational components of an ethical and ...
Literature research, vital for scientific advancement, is overwhelmed by the vast ocean of available information. Addressing this, we propose an automated review generation method based on Large Language Models (LLMs) to streamline literature processing and reduce cognitive load. In case study on propane dehydrogenation (PDH) catalysts, our method swiftly generated comprehensive reviews from ...
The eigenstate thermalization hypothesis describes how isolated many-body quantum systems reach thermal equilibrium. However, quantum many-body scars and Hilbert space fragmentation violate this hypothesis and cause nonthermal behavior. We demonstrate that Hilbert space fragmentation may arise from lattice geometry in a spin-$\\frac{1}{2}$ model that conserves the number of domain walls. We ...
This review demonstrated the range of hypothesis generation methods used in enteric illness outbreak investigations in humans. Most outbreaks were investigated using a combination of methods, highlighting the complexity of outbreak investigations and the requirement to have a suite of hypothesis generation approaches to choose from, as a single ...
In this paper, the effects of the rapid advancement of generative artificial intelligence (Gen AI) in higher education (HE) are discussed. A mixed exploratory research approach was employed to understand these impacts, combining analysis of current research trends and students' perceptions of the effects of Gen AI tools in academia. Through bibliometric analysis and systematic literature ...