Browsing by Author "Cale, Andrew"

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    Prompt Development 101 for Medical Educators: Crafting Effecting GenAI Prompts
    (2025-04-25) Dolan, Levi; Khirallah, Samar; Cale, Andrew; Shanks, Anthony
    Introduction/Background As the effects of Generative AI (GenAI) reverberate throughout higher education, interactive learning and technological skill development are necessary. Prompt engineering is the practice of crafting specific instructions, called "prompts", to guide artificial intelligence models, particularly large language models (LLMs), to generate desired outputs through iteratively utilizing learned techniques. Prompt engineering has emerged as a critical competency for effectively leveraging artificial intelligence tools in medical education and professionalization contexts. Study objectives/hypothesis This workshop aims to provide learners with best practices for prompting by incorporating hands-on practice. The goal is to move users beyond the “playing around” stage of GenAI and allow them to incorporate this powerful tool into their work. The workshop objectives are to: Introduce fundamental prompt engineering concepts and summarize best practices Apply these skills in an interactive workshop and critically analyze prompting strategies Explore security considerations in GenAI applications relating to medical education Methods A structured, hands-on workshop will be conducted with the following approach: Instructor-led introduction of prompting concepts Guided prompt implementation on personal computing devices Collective result sharing and discussion Resource sharing on institutional security guidance Results Attendees can expect to walk away with: Increased understanding of prompt engineering principles Experience with iterating and critically evaluating AI-generated responses New applications for GenAI in participant workflow Enhanced awareness of potential data ethics and security considerations in GenAI use
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    "A Whole New Perspective on How the Body Fits Together" - An Evaluation of a Cadaver Lab Experience for High School and Undergraduate Students
    (2020-03-06) Cale, Andrew; Byram, Jessica; Schmalz, Naomi
    IUPUI Anatomy Lab Tour Project Abstract “A Whole New Perspective on How the Body Fits Together” – An Evaluation of a Cadaver Lab Experience for High School and Undergraduate Students Andrew Cale MS1, Jessica Byram PhD1, Naomi Schmalz MS1,2 1Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, IN, USA 2Division of Biomedical Sciences, Marian University College of Osteopathic Medicine, Indianapolis, IN, USA Background: Since 2014, the Center for Anatomy and Physiology Education at Indiana University School of Medicine – Indianapolis has hosted interactive human cadaver lab tours for local high school and undergraduate students. During these graduate student-led tours, touring students observe human anatomy on prosections and with isolated organs. Similar educational outreach initiatives have been shown to benefit adolescents by improving health literacy and encouraging interests in healthcare careers. Aim: To evaluate students’ perceptions of the anatomy lab tours and their impact on students’ interests in healthcare careers. Methods: Between April and December 2018, touring students (n=261) were invited to complete pre- and post-tour surveys evaluating their past experiences with cadaver labs, tour expectations, career interests, and additional thoughts and feelings regarding the tour. Pre-surveys were paper-based and completed in-person, while post-surveys were administered online via REDCap and completed within one week of the tour. Responses were aggregated into pre- and post-tour groups and analyzed using thematic analysis. This study was granted exempt status from the IRB at Indiana University (#1802755251). Results: Of the 261 students who completed pre-tour surveys, 204 (78%) completed the post-tour survey. Before the tour, students anticipated learning about human anatomy (52%) and expected to only be able to see (and not feel) a cadaver (66%). Most students expressed excitement (80%) or nervousness (45%). A few students viewed the lab tour as an opportunity to test if they could see themselves in a healthcare career (4%). After the tour, most students indicated that the tour either met (77%) or exceeded (22%) their expectations. Students found the lab tour to be educational and interesting. They were surprised by the opportunity to interact with the cadaver (23%) and by the pre-dissected appearance of the cadaver (26%). Numerous students (41%) also expressed an increased interest in healthcare careers after the lab tour. Conclusion: Overall, students perceived the lab tours as engaging, educational experiences that not only improved their anatomical knowledge, but also reinforced or increased their interest in healthcare careers. Academic institutions interested in positively impacting their local students can implement a cadaver lab tour program by sharing access to their in-house human cadaver lab and recruiting instructors to share their time and anatomy expertise.