How Students Use AI and How Educators Can Leverage This to Enhance Learning: Practical Learner-Centered AI Skills for the Classroom - Pre-conference workshop, AMEE 2026

PCW 13 - How Students Use AI and How Educators Can Leverage This to Enhance Learning: Practical Learner-Centered AI Skills for the Classroom

https://amee.org/events/amee-2026/programme/amee-2026-pre-conference-activities/

Date: 23 August 2026

Time: 9:30 AM – 12:30 PM

Venue: Austria Center, Vienna

Fee: €104 + VAT

Presenters: Stella Goeschl1, Ken Masters2, Peter de Jong3, Poh-Sun Goh4, Kristina Pavloski5, Rakesh Patel6

1Imperial College London, London, UK. 2Sultan Qaboos University, Muscat, Oman. 3LeidenUniversity Medical Center, Leiden, Netherlands. 4National University of Singapore, Singapore, Singapore. 5European Medical Students’ Association (EMSA), Brussels, Belgium. 6St Mary’s University, Twickenham, London, UK

Background

Artificial Intelligence (AI) is rapidly transforming health professions education (HPE), from adaptive learning to AI-assisted assessment and curricular design. Educators are increasingly expected to understand and integrate these tools, yet many feel unprepared. Meanwhile, students experiment widely with generative AI, often without formal guidance.

This pre-conference workshop responds to the growing demand for practical AI training that aligns with learner needs. Led by members of the AMEE Technology-Enhanced Learning (TEL) Committee, it offers an introductory hands-on approach to integrating AI into teaching and assessment, covering AI tools, prompt engineering, and applications in learning and evaluation.

A unique feature is an interactive student Q&A panel, where health professions students share candid experiences with AI in learning and assessment. Participants will engage directly with students to co-create solutions, bridging perspectives and identifying practical opportunities and challenges.

The goal is to equip educators with a practical toolkit to use AI effectively and foster meaningful, learner-centered experiences.

Who Should Participate

Educators at all career stages seeking to apply AI in teaching or curriculum design; faculty developers and leaders integrating AI literacy institutionally; researchers and innovators in technology-enhanced learning; students or young professionals interested in shaping AI’s role in education.

Structure of Workshop

Introduction: Framing AI’s role in education in 2026 and its potential to enhance learner-centered design. (15 min)

Practical skills: Hands-on work with AI tools, prompt engineering, classroom or assessment applications. Several rounds of short demonstrations and guided practice. (60 min)

Discussion: Exploring broader applications, sharing cases, addressing institutional barriers. (15 min)

Break.

Student panel: Three HPE students share real-world AI use, followed by an interactive educator Q&A to discuss needs, opportunities, and concerns. (30 min)

Small-group work: Mixed student-educator teams to co-create practical, inclusive solutions. (30 min)

Reflection: Discussion of global perspectives. (15 min)

Debriefing & wrap-up: Key takeaways, listing actionable steps. (15 min)

Intended Outcomes

By the end of this workshop, participants will be able to:

Identify practical strategies for integrating learner-centered AI tools into teaching and assessment.

Compare student and educator perspectives and co-develop feasible solutions.

Take away concrete, context-specific action points for their own teaching practice and institutions.

Theme or Track

AI/Technology Enhanced Learning (TEL)

Phase of Education

Undergraduate and Graduate

Level of Workshop

Introductory

Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All - Focus Session, IAMSE 2026 Conference

Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All - Focus Session, IAMSE 2026 Conference

https://julnet.swoogo.com/iamse2026/schedule

Name

Focus Session: Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All

Date & Time

Sunday, 7 June 2026, 09:45 - 11:15

Speakers

Poh Sun GOH - National University of Singapore

Tao Le - University of Louisville

Elisabeth Schlegel - Western Atlantic University School of Medicine

Presentation Track(s)

Technology & eLearning

Presentation Topic(s)

Technology and eLearning

Description

Shared open education resources (OER) can address health professions education content development challenges driven by near-universal time and resource constraints while providing faculty development opportunities. Recent UNESCO education conferences have highlighted the global opportunity for generative AI to transform the development of OER. This interactive session will provide an overview of OER for health professions educators and provide hands-on strategies and generative AI tools for designing and developing high-quality OER. It will also address potential pitfalls and challenges with quality, critical appraisal, copyright and attribution issues when leveraging AI.

Historically, high-quality health professions education has been expensive to develop at scale and limited to major commercial or academic publishers. New digital platforms have accelerated the development of open education resources (OER) which evolved to address critical cost and accessibility issues in education globally. Notably, UNESCO has developed guidelines and policies supporting OER development at the country and institutional level. Emerging artificial intelligence (AI) tools, in particular, offer unprecedented opportunities to streamline content creation, personalize learning, and automate resource curation, further expanding equitable access to quality educational materials. UNESCO has highlighted these potential applications at the Third UNESCO World OER Congress in 2024 and the 2025 UNESCO Digital Learning Week Conference. Finally, novel shared curricular ecosystem platforms can standardize and facilitate the management of OER, empowering a global community of health professions educators to share, collaborate, and go further together. However, AI applications for curriculum design and development are often misunderstood, and educators have limited experience with quality, critical appraisal, copyright and attribution issues when leveraging AI.

https://medicaleducationelearning.blogspot.com/2025/11/strategies-for-developing-open.html

https://medicaleducationelearning.blogspot.com/2025/11/dynamic-duo-how-open-education-and.html

VR anatomy learning; VR procedural micro-skills; AR/MR in-situ simulation/workflow support; VR team communication scenarios

llustrative examples: Short examples showing modality-to-goal alignment and session structure: VR anatomy learning; VR procedural micro-skills; AR/MR in-situ simulation/workflow support; VR team communication scenarios. 

Copilot

Below are short, illustrative examples showing modality‑to‑goal alignment and session structure for VR, AR, and MR in medical/health professions education. Each section includes references and links to real platforms or studies drawn from the search results above.

---

1. VR Anatomy Learning

Goal: Enhance 3D spatial understanding of anatomy, structure–function relationships, and mental rotation skills.

Why VR?

VR anatomy tools allow high‑fidelity 3D visualization, layer‑by‑layer dissection, and manipulation of structures in ways not possible with cadavers or 2D atlases. Evidence shows VR anatomy platforms improve learning efficiency and performance.

• Human Anatomy VR reports >45% improvement in student performance and high learner satisfaction. [medicinevirtual.com]
• 3D Organon used by 600+ universities offers 18,000+ structures and interactive dissections for deep learning. [3dorganon.com]

👉 Examples / Links

• Human Anatomy VR — https://www.medicinevirtual.com/ [medicinevirtual.com]
• 3D Organon — https://www.3dorganon.com/the-best-vr-anatomy-software/ [3dorganon.com]
• MetaMedics VR Anatomy — https://metamedicsvr.com/immersive-vr/immersive-human-anatomy-in-virtual-reality/ [metamedicsvr.com]

Micro‑session Structure (20–30 min)

1. Orientation (3 min) – VR navigation, rotate/scale anatomy models.
2. Guided Tour (10 min) – Instructor-led exploration of regional anatomy (e.g., upper limb).
3. Independent Task (5–7 min) – Identify structures, trace neurovascular pathways, annotate.
4. Debrief (5–10 min) – Discuss variants, clinical correlations (fractures, compressions).

---

2. VR Procedural Micro‑skills

Goal: Build procedural competence through deliberate practice using immersive, repeatable simulations.

Why VR?

VR enables safe repetition, real-time feedback, and improved skill acquisition compared to traditional methods.

• Systematic reviews show VR improves procedural accuracy and reduces errors versus conventional learning. [link.springer.com]
• VR training improved OSATS procedural scores in chest tube insertion (RCT). [journals.sagepub.com]
• VR enhances technical proficiency for key nursing procedures such as catheterization and feeding tube insertion. [mdpi.com]

👉 Examples / Links

• Chest tube VR training study (Surgical Innovation) — https://journals.sagepub.com/doi/pdf/10.1177/15533506251334693 [journals.sagepub.com]
• Immersive VR procedural training review (Frontiers) — https://www.frontiersin.org/journals/virtual-reality/articles/10.3389/frvir.2024.1402093/full [frontiersin.org]
• Nursing procedural VR training (MDPI) — https://www.mdpi.com/2227-9032/12/11/1109 [mdpi.com]

Micro‑session Structure (30–40 min)

1. Pre‑brief (5 min) – Learning objectives + safety steps (e.g., sterile technique).
2. Guided VR Walkthrough (10–12 min) – Stepwise scaffolded practice with prompts.
3. Unassisted Practice (10–15 min) – Focus on angles, depth, sequence, error reduction; review metrics.
4. Debrief (10 min) – Automated + instructor feedback; set goals for next attempt.

---

3. AR/MR In‑Situ Simulation & Workflow Support

Goal: Improve context‑specific skills such as bedside procedures, crisis workflows, or equipment use within the actual clinical environment.

Why AR/MR?

AR/MR overlays contextual, real-time guidance (checklists, visuals, landmarks) onto the physical environment—ideal for point‑of‑care learning.

• AR & MR shown effective across specialties, supporting technical and soft skills simultaneously (Frontiers editorial). [frontiersin.org]
• AR widely used for surgical guidance and real‑time overlays of CT/MRI onto patient anatomy (FDA examples). [fda.gov]
• AR supports immersive medical education and in-situ training with high learner engagement (Medical Futurist). [medicalfuturist.com]

👉 Examples / Links

• AR for hemorrhage management training (Frontiers) — https://www.frontiersin.org/journals/digital-health/articles/10.3389/fdgth.2025.1669899/full [frontiersin.org]
• AR in healthcare (Medical Futurist) — https://medicalfuturist.com/augmented-reality-in-healthcare-will-be-revolutionary [medicalfuturist.com]
• FDA AR/VR medical device examples — https://www.fda.gov/medical-devices/digital-health-center-excellence/augmented-reality-and-virtual-reality-medical-devices [fda.gov]

Micro‑session Structure (10–15 min)

1. Setup (1–2 min) – Put on MR headset; load workflow module (e.g., airway, trauma).
2. AR Guidance (5–7 min) – Stepwise overlay: equipment visualization, patient positioning, medication prompts.
3. Team Integration (2–3 min) – Shared AR views for role clarity and situational awareness.
4. Micro‑debrief (3 min) – Identify delays, errors, communication patterns.

---

4. VR Team Communication Scenarios

Goal: Develop communication, leadership, and decision‑making skills in high‑stakes clinical situations.

Why VR?

VR provides a safe, repeatable environment for emotionally charged conversations, teamwork, and crisis management.

• VR simulations significantly improve communication confidence, decision-making self‑efficacy, and engagement among medical students (BMC Med Educ 2025–2026 studies). [link.springer.com], [link.springer.com]
• VR immersive communication training fosters empathy, active listening, and readiness for difficult conversations (Scienmag report). [scienmag.com]

👉 Examples / Links

• VRPatients™ communication study — https://link.springer.com/article/10.1186/s12909-025-08507-7 [link.springer.com]
• VR communication confidence study — https://link.springer.com/article/10.1186/s12909-025-08384-0 [link.springer.com]
• VR communication skills news report — https://scienmag.com/boosting-medical-students-communication-with-vr-simulations/ [scienmag.com]

Team Scenario Structure (20–30 min)

1. Pre‑brief (5 min) – Define roles (team lead, airway, compression, medication).
2. VR Scenario (10–12 min) – Deteriorating patient requiring closed‑loop communication, escalation, delegation.
3. Playback-supported Debrief (10–15 min) – Review communication loops, clarity, leadership actions.
4. 
   

---

Summary Table (At-a-Glance)

Modality	Example Goal	Supporting Evidence	Example Platforms
VR Anatomy	3D spatial understanding	Improved student performance & satisfaction in VR anatomy platforms [medicinevirtual.com]	Human Anatomy VR, 3D Organon
VR Procedural Skills	Micro‑skills, technical proficiency	VR improves OSATS scores, skill acquisition, & confidence in RCTs and reviews [journals.sagepub.com], [link.springer.com]	Osso VR, nursing VR sims
AR/MR In‑Situ	Workflow, crisis, POC guidance	AR improves procedural precision & supports in-situ learning [frontiersin.org], [fda.gov]	AR surgical overlays, MR workflow tools
VR Team Communication	Communication, teamwork, leadership	VR improves communication confidence & engagement [link.springer.com], [link.springer.com]	VRPatients™, custom VR comms sims

Strategies For Developing Open Education Resources (OER) with AI in Health Professions Education - APMEC 2026 pre-conference workshop

https://medicine.nus.edu.sg/cenmed/sites/apmec2026/program_details.html#W2P5 

W2P5

Thursday 22nd January 2026, 1.30pm – 5.00pm

STRATEGIES FOR DEVELOPING OPEN EDUCATION RESOURCES (OER) WITH AI IN HEALTH PROFESSIONS EDUCATION

1Tao Le and 2Goh Poh-Sun

1United States of America and 2Singapore

Workshop Description

Historically, high-quality health professions education has been expensive to develop and limited to major commercial or academic publishers. New digital platforms have accelerated the development of open education resources (OER), which have evolved to address critical cost and accessibility issues in education globally. Emerging artificial intelligence (AI) tools, in particular, offer unprecedented opportunities to streamline content creation, personalised learning, and automate resource curation, further expanding equitable access to quality educational materials. Finally, novel shared curricular ecosystem platforms can standardise and facilitate the management of OER, empowering a global community of medical educators to share, collaborate and go further together. This hands-on, interactive workshop builds on last year's successful session at APMEC 2025 and will provide participants with an introductory overview to OER with AI. Participants will be able to explore best practices for leveraging OER in existing curricular development processes. The facilitators will then discuss and demonstrate a variety of free, low-cost and AI-enabled tools for the development, management and sharing of OER. In small-group breakouts, participants will have an opportunity to experiment with selected tools to develop OER, exploring how AI can be used for content generation, translation or personalised learning pathways. Finally, potential pitfalls such as quality, critical appraisal, and copyright issues will be addressed, with a focus on responsible use of AI tools in the creation and dissemination of educational resources.

Workshop Objective

Upon completing this workshop, participants will be able to:

Explain the history, goals, and impacts of OER

Describe best practices for the development and implementation of OER

Identify and use free or low-cost tools, including AI-based solutions, to develop, manage and share OER

Explore AI's potential in accelerating content creation, improving translation and customising learner experiences

Discuss considerations for quality assurance, critical appraisal and copyright compliance, particularly in the context of responsible AI

Who Should Attend

Health professional education leaders, educators, learning designers in medical, nursing and allied health fields who are interested in sharing and collaborating with others, especially in low resource settings.

https://medicaleducationelearning.blogspot.com/2025/01/strategies-for-developing-open.html

https://medicaleducationelearning.blogspot.com/2025/11/dynamic-duo-how-open-education-and.html

CopilotCreating Open Educational Resources (OER) for medical education using AI tools is a powerful way to make learning more accessible, interactive, and personalized. Here’s a structured approach you can follow:

✅ 1. Define Your Educational Goals

Identify the topic (e.g., anatomy, pharmacology, clinical reasoning).

Decide on the format: text-based modules, videos, interactive quizzes, case studies.

Ensure alignment with curriculum standards and learning outcomes.

✅ 2. Use AI for Content Creation

Text Generation:

Tools like ChatGPT or Copilot can draft explanations, summaries, and case scenarios.

Example: Generate concise explanations of complex topics (e.g., “Explain the pathophysiology of diabetes in simple terms”).

Question Banks & Assessments:

AI can create MCQs, short-answer questions, and clinical vignettes.

Include rationale for answers to enhance learning.

Language Simplification:

Use AI to adapt content for different learner levels (undergraduate vs postgraduate).

✅ 3. Visual & Multimedia Resources

AI Image Generation:

Create diagrams, anatomical illustrations, or flowcharts using tools like DALL·E or Copilot’s image generation.

Video & Audio:

AI-powered tools (e.g., Synthesia, Pictory) can turn text into narrated videos.

Interactive Simulations:

Platforms like Labster or custom-built AI simulations for clinical decision-making.

✅ 4. Personalization & Adaptivity

Use AI-driven adaptive learning platforms to tailor content based on learner performance.

Example: If a student struggles with ECG interpretation, the system suggests extra cases and tutorials.

✅ 5. Ensure Openness & Licensing

Publish under Creative Commons licenses (e.g., CC BY or CC BY-SA).

Host on platforms like OER Commons, MedEdPORTAL, or institutional repositories.

✅ 6. Quality Assurance

Validate AI-generated content with subject matter experts.

Use evidence-based guidelines and peer review to maintain accuracy.

✅ 7. Accessibility & Inclusivity

AI can generate alt text for images, transcripts for videos, and multilingual translations.

Ensure compliance with WCAG accessibility standards.

✅ 8. Suggested AI Tools

Content: ChatGPT, Copilot, Claude

Images: DALL·E, MidJourney

Video: Synthesia, Pictory

Assessment: Quizgecko, QuestionPro

Hosting: OER Commons, GitHub Pages

CopilotHere’s a refined, example-rich guide for creating Open Educational Resources (OER) in medical education using AI tools, accompanied by references to authoritative sources and tools:

🎯 1. Drawing from Established Initiatives

SAEM AI Medical Education Resources curates definitions, LLM usages, teaching examples (like chatbots and case-based learning), with expert-reviewed links for enhancements. [saem.org]

https://www.saem.org/education/saem-online-academic-resources/ai-med-ed-resources

AAMC’s Advancing AI collection includes practical guides, ethical frameworks, and AI competencies tailored to medical educators. [aamc.org]

https://www.aamc.org/about-us/mission-areas/medical-education/advancing-ai-across-academic-medicine-resource-collection

AMA ChangeMedEd® AI in Health Care offers a seven-part module on AI fundamentals, legal/ethical considerations, diagnostics, and a guide for implementing AI and learning analytics in curricula. [ama-assn.org], [jccpractice.com]

https://www.ama-assn.org/education/changemeded-initiative/ai-medical-education

2. 📝 AI-Generated Text Content & Quizzes

Quiz Med AI: Transforms lecture notes/slides into MCQs, flashcards, and diagram-based questions, with feedback mechanism—used by students at Stanford, Johns Hopkins.

Example: Upload pathology slides and receive diagram-based labeling quizzes. [quizmedai.com]

https://www.quizmedai.com/

MedQuizAI: Upload PDFs to generate quizzes, summaries, mind maps, and performance analytics. [medquizai.com]

https://www.medquizai.com/

Geeky Medics: Converts medical notes into MCQs with answer explanations via upload to PDF/text. [geekymedics.com]

https://geekymedics.com/turn-medical-notes-into-mcqs-using-ai/

3. 🎨 AI-Generated Diagrams & Illustrations

Specialized models such as FLUX1.1 Pro Ultra, FLUX1.1 Kontext Pro offer high-resolution, anatomically accurate diagrams up to 4 MP for educational materials. [siliconflow.com]

https://www.siliconflow.com/articles/en/best-models-for-medical-image-generation

P20V AI Medical Diagram Generator: Upload text or images to create labeled anatomical charts, organ system diagrams, pathology flowsheets—downloadable in high resolution. [p20v.com]

https://p20v.com/tools/healthcare-ai-medical-diagrams

Midjourney in Healthcare: Used with medical illustration prompts (e.g., “photorealistic circulatory system in Frank Netter style”) to create visual aids for lectures or patient education. [healthcare...vation.com]

https://healthcare.boardofinnovation.com/midjourney/

Med‑Art (Diffusion Transformer): Research-grade tool generating medical images from concise text prompts—ideal for deeper AI experimentation. [medart-ai.github.io]

https://medart-ai.github.io/

4. 🧠 Adaptive Learning & Personalization

Research shows AI-driven platforms can dynamically adjust content based on learner performance, strengths, and weaknesses—in real time—enhancing clinical reasoning and retention. [ijirmps.org], [mdpi.com], [tandfonline.com]

https://www.ijirmps.org/papers/2024/3/232117.pdf

https://www.mdpi.com/2673-2688/6/12/322

MedQuizAI and Quiz Med AI also provide adaptive quizzing and analytics to fine-tune learner focus based on quiz results. [medquizai.com], [quizmedai.com]

https://www.medquizai.com/

5. 💾 Building & Publishing OER Modules

Workflow Example (Anatomy Module):

Content Drafting: Use ChatGPT to explain anatomical concepts.

Quiz Generation: Upload text or slides to Quiz Med AI to generate MCQs and flashcards.

Diagram Creation: Generate visuals with P20V or Midjourney.

Integration & Interactivity: Embed quizzes and visuals into LMS or web pages via platforms like OER Commons or institutional repositories.

Personalization Layer: Use adaptive analytics tools from MedQuizAI or others to tailor learning pathways.

Peer Review & Licensing: Have content reviewed by educators, publish under a CC BY or CC BY-SA license.

📚 References & Further Reading

SAEM AI Resources: Overview of tools, ethics, high‑yield use cases [saem.org]

AAMC AI “Advancing AI” Collection: Practical guides on AI curricula development [aamc.org]

AMA ChangeMedEd® Modules: Free courses on AI’s roles, responsibilities, and integration strategies [ama-assn.org], [jccpractice.com]

Narrative Reviews & Research: Evidence of AI’s effectiveness in personalization, simulation, and adaptive learning [mdpi.com], [tandfonline.com]

✅ Summary

Text & Quiz: Quiz Med AI, MedQuizAI, Geeky Medics

Diagrams & Visuals: P20V, Midjourney, FLUX1.1, Med-Art

Adaptive Learning: Platforms with real-time analytics and personalized learning paths

OER Publishing: Use CC licenses; host via OER Commons, institutional repositories

CopilotHere’s a complete example of an OER module for medical education using AI tools:

OER Module: ECG Interpretation Basics

Learning Objectives

Understand the normal ECG waveform.

Identify common abnormalities (e.g., atrial fibrillation, ST elevation).

Apply interpretation steps in clinical scenarios.

Step 1: AI-Generated Core Content

Topic Summary (via ChatGPT/Copilot):

An electrocardiogram (ECG) records the electrical activity of the heart. Key components include P wave (atrial depolarization), QRS complex (ventricular depolarization), and T wave (ventricular repolarization). Normal intervals: PR (120–200 ms), QRS (<120 ms), QT (variable).

Step 2: AI-Generated Visuals

Use P20V or Midjourney to create:

Normal ECG diagram with labeled waves.

Pathological examples (e.g., atrial fibrillation, STEMI).

(If you’d like, I can generate a sample ECG diagram for you right now.)

Step 3: AI-Generated Quiz Questions

Using Quiz Med AI:

MCQ Example:

Which ECG feature indicates atrial fibrillation?

A. Regular P waves

B. Irregularly irregular rhythm

C. ST elevation

D. Prolonged QT

Answer: B. Irregularly irregular rhythm.

Case-Based Question:

A 65-year-old male presents with chest pain. ECG shows ST elevation in leads II, III, and aVF. What is the likely diagnosis?

Answer: Inferior wall myocardial infarction.

Step 4: Interactive Component

Upload content to MedQuizAI for adaptive quizzing.

Add mind maps summarizing interpretation steps.

Step 5: Publishing

Compile text, diagrams, and quizzes into a PDF or HTML module.

License under CC BY-SA.

Host on OER Commons or institutional LMS.

References

SAEM AI Medical Education Resources

AAMC Advancing AI in Medical Education

AMA ChangeMedEd® AI in Health Care Modules

Quiz Med AI, MedQuizAI, Geeky Medics for assessments

P20V, Midjourney for diagrams

Diagram of module generated by Microsoft Copilot (below)

CopilotHere’s a structured plan for your pre-conference workshop on

“Strategies for Developing Open Education Resources (OER) with AI in Health Professions Education”, including references:

✅ Workshop Title

Strategies for Developing OER with AI in Health Professions Education

1. Workshop Objectives

Understand the role of AI in OER development for health professions education.

Explore practical strategies for creating high-quality, accessible, and ethical OER using AI.

Identify best practices and ethical considerations in AI-enabled OER.

Develop an action plan for integrating AI tools into OER workflows.

2. Target Audience

Health professions educators

Instructional designers

Curriculum developers

Academic leaders

3. Workshop Structure (3–4 hours)

Part 1: Introduction (30 min)

What is OER? Principles and benefits in health education.

Why AI? Opportunities for scalability, personalization, and efficiency.

Reference:

Hersh, W. (2025). Generative AI: Implications for Biomedical and Health Professions Education. Annual Review of Biomedical Data Science. [arxiv.org]

https://arxiv.org/pdf/2501.10186

Ahsan, Z. (2025). Integrating AI into Medical Education: Current Applications and Challenges. BMC Medical Education. [bmcmededuc...entral.com]

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-025-07744-0

Part 2: AI Applications in OER Development (60 min)

Content Generation: Using LLMs for creating modular learning units.

Personalization: Adaptive learning paths for diverse learners.

Translation & Accessibility: AI for multilingual and inclusive OER.

Quality Assurance: AI-assisted peer review and plagiarism checks.

Reference:

Thompson, R. A. M. et al. (2025). AI Use in Medical Education: Best Practices and Future Directions. Current Urology Reports. [link.springer.com]

https://link.springer.com/article/10.1007/s11934-025-01277-1

Pham, T. D. et al. (2025). Impact of Generative AI on Health Professional Education. Medical Education. [asmepublic....wiley.com]

https://asmepublications.onlinelibrary.wiley.com/doi/pdf/10.1111/medu.15746

Part 3: Ethical and Practical Considerations (45 min)

Bias and Accuracy: Ensuring reliability of AI-generated content.

Copyright & Licensing: Aligning AI outputs with Creative Commons.

Data Privacy: Protecting learner and patient information.

AI Literacy for Educators: Training faculty for responsible use.

Reference:

AMA (2025). Advancing AI in Medical Education through Ethics, Evidence and Equity. [ama-assn.org]

https://www.ama-assn.org/practice-management/digital-health/advancing-ai-medical-education-through-ethics-evidence-and

AAMC (2025). Principles for Responsible AI Use in Medical Education. [aamc.org]

https://www.aamc.org/about-us/mission-areas/medical-education/principles-ai-use

Part 4: Hands-On Activity (60 min)

Demo: Using AI tools (e.g., ChatGPT, Claude, or domain-specific AI) to create an OER module.

Group Work: Participants design a short OER resource using AI.

Peer Review: Evaluate outputs for quality and ethics.

Part 5: Action Planning & Discussion (30 min)

Develop institutional strategies for AI-enabled OER.

Share resources and repositories for collaboration.

4. Key Strategies

Start Small: Pilot AI for micro-content before scaling.

Collaborate: Share AI-generated OER in open repositories.

Validate Outputs: Combine AI with expert review.

Embed AI Literacy: Train educators and students on responsible AI use.

Reference:

Khamis, N., & Ungaretti, T. (2025). Faculty Development for AI Integration in Health Professions Education. Medical Science Educator. [link.springer.com]

https://link.springer.com/article/10.1007/s40670-025-02573-8

Sahu, P. K. et al. (2024). ChatGPT in Research and Health Professions Education: Challenges and Opportunities. Postgraduate Medical Journal. [academic.oup.com]

https://academic.oup.com/pmj/article/100/1179/50/7304050

5. Suggested Readings & Resources

Comprehensive Educators Guide for AI in Health Professions Education [uab.edu]

https://www.uab.edu/medicine/biomedicalinnovation/images/resources/comprehensive-educators-guide-for-ai-in-health-professions-education.pdf

Stanford Medicine AI in Medical Education Resources [med.stanford.edu]

https://med.stanford.edu/ai-in-meded.html

Dynamic Duo: How Open Education and Artificial Intelligence Catalyzes Collaboration and Co-Creation in Health Professions Education - APMEC 2026 panel discussion

https://medicine.nus.edu.sg/cenmed/sites/apmec2026/programs.html

Dynamic Duo: How Open Education and Artificial Intelligence Catalyzes Collaboration and Co-Creation in Health Professions Education

The Evolution and Impact of Open Educational Resources in Health Professions Education

Tao Le, USA

Leveraging AI to Transform OER Creation and Use

Goh Poh Sun, Singapore

Student Co-Creation in Open Health Professions Education

Kana Halic Kordic, Croatia

Friday, 23 January 2026, APMEC 2026 Main Conference Day 1

Poh-Sun - Panelist 2: Leveraging AI to Transform OER Creation and Use

Artificial intelligence (AI) is rapidly reshaping the landscape of educational content, offering new tools to enhance the development, personalization, and distribution of open educational resources (OER). This talk will explore how AI can accelerate the creation of high-quality, adaptable learning materials while supporting collaboration across disciplines and geographies. The speaker will showcase examples of AI-driven platforms that assist in content generation, tagging, translation, and adaptation—dramatically reducing the time and expertise needed to contribute to OER repositories. They will also discuss the ethical considerations and guardrails needed to ensure that AI-enhanced OER development remains transparent, inclusive, and aligned with educational goals. By highlighting case studies and emerging practices, this presentation will demonstrate how AI can amplify the collaborative potential of open education and invite educators, technologists, and learners alike into the process of co-creating health education that is scalable, learner-centered, and globally accessible.

CopilotHere’s a structured outline for your panel discussion presentation on “Leveraging AI to Transform Open Education Resource (OER) Creation and Use”, including key points and references:

Title

Leveraging AI to Transform Open Education Resource Creation and Use

1. Introduction

Context: OER aims to democratize education by providing free, openly licensed learning materials.

Challenge: Traditional OER creation is time-intensive and requires expertise.

Opportunity: AI offers tools for automated content generation, personalization, and scalability.

2. Why AI Matters for OER

Generative AI can:

Create textbooks, quizzes, multimedia rapidly.

Translate and localize content for diverse learners.

Improve accessibility (e.g., alt-text, adaptive formats).

AI-driven analytics:

Identify gaps in existing OER.

Recommend resources based on learner profiles.

Reference:

Panke, S. (2024). Open Educational Resources and Artificial Intelligence for Future Open Education. Mousaion, 42(1). DOI: 10.25159/0027-2639/15106 [researchgate.net]

https://unisapressjournals.co.za/index.php/LIS/article/view/15106

Rampelt, F. et al. (2025). How Do AI Educators Use Open Educational Resources? Open Praxis, 17(1), 46–63. DOI: 10.55982/openpraxis.17.1.766 [openpraxis.org]

https://openpraxis.org/articles/10.55982/openpraxis.17.1.766

3. Key Applications

Content Creation: AI tools like GPT can generate modular OER units.

Personalization: Adaptive learning paths using AI.

Translation & Localization: AI supports multilingual OER.

Quality Enhancement: AI-assisted peer review and plagiarism checks.

Reference:

Amnie, A. (2025). Harnessing AI in Developing OER – Educational Technology. Hostos EdTech Innovations. Link [commons.ho...s.cuny.edu]

https://commons.hostos.cuny.edu/edtech/faculty/newsletter/issue-28/harnessing-ai-in-developing-oer/

Yousuf, M. A. (2023). Using Generative AI to Develop and Promote OER. Maryland OER Summit. PDF [usmd.edu]

https://www.usmd.edu/cai/sites/default/files/Using%20Generative%20AI%20to%20Develop%20And%20Promote%20Open%20Educational%20Resources.pdf

4. Ethical and Practical Considerations

Bias and Accuracy: AI-generated content must be fact-checked.

Copyright & Licensing: Ensure AI outputs comply with CC licenses.

Sustainability: Address ecological impact of large AI models.

AI Literacy: Educators need training to use AI responsibly.

Reference:

Kimmons, R., Veletsianos, G., & Trust, T. (2025). Judicious AI Use to Improve Existing OER. AI and Open Education Initiative. Link [aiopeneduc...pubpub.org]

https://aiopeneducation.pubpub.org/pub/bl09sl1d/release/2

Ossiannilsson, E. et al. (2024). AI Use to Empower OER Implementation and UNESCO OER Recommendation. Open Praxis, 16(2), 237–257. DOI: 10.55982/openpraxis.16.2.650 [openpraxis.org]

https://openpraxis.org/articles/10.55982/openpraxis.16.2.650

5. Best Practices for Educators

Start Small: Use AI for micro-content before full courses.

Collaborate: Share AI-generated OER in open repositories.

Validate: Combine AI outputs with expert review.

Policy Alignment: Follow institutional and UNESCO OER guidelines.

Reference:

MIT Open Learning (2025). AI + Open Education Initiative Speaker Series. Link [openlearning.mit.edu]

https://openlearning.mit.edu/news/mit-open-learning-speaker-series-bridges-ai-and-open-education

ACRL Panel (2025). OER Evolved: AI, Libraries, and the Next Generation of Open Education. Link [connect.ala.org]

https://connect.ala.org/acrl/discussion/free-online-panel-discussion-oer-evolved-ai-libraries-and-the-next-generation-of-open-education-2

6. Future Directions

AI-powered OER ecosystems: Dynamic, personalized, multilingual.

Integration with LMS: Seamless AI-OER workflows.

Global Collaboration: Shared AI models for OER across regions.

References Slide

Include all cited works in APA format:

Panke, S. (2024). Open Educational Resources and Artificial Intelligence for Future Open Education. Mousaion, 42(1), 23 pages.

Rampelt, F., et al. (2025). How Do AI Educators Use Open Educational Resources? Open Praxis, 17(1), 46–63.

Ossiannilsson, E., et al. (2024). Artificial Intelligence Use to Empower the Implementation of OER and the UNESCO OER Recommendation. Open Praxis, 16(2), 237–257.

Amnie, A. (2025). Harnessing AI in Developing OER. Hostos EdTech Innovations.

Yousuf, M. A. (2023). Using Generative AI to Develop and Promote OER. Maryland OER Summit.

MIT Open Learning (2025). AI + Open Education Initiative Speaker Series.

Kimmons, R., Veletsianos, G., & Trust, T. (2025). Judicious AI Use to Improve Existing OER.

✅ Detailed Speaking Script for Panel Discussion

Slide 1: Title – Leveraging AI to Transform OER Creation and Use

Script:

“Welcome everyone to our panel discussion on Leveraging AI to Transform Open Education Resource Creation and Use. Today, we’ll explore how AI can revolutionize the way we create, share, and use OER, making education more accessible and personalized globally.”

Slide 2: Introduction

Script:

“OERs are free, openly licensed educational materials that aim to democratize learning. However, creating high-quality OER is time-consuming and resource-intensive. AI offers a unique opportunity to automate content generation, improve accessibility, and scale OER globally. Let’s see why this matters.”

Slide 3: Why AI Matters for OER

Script:

“Generative AI can create textbooks, quizzes, and multimedia content quickly. It can translate and localize resources for diverse learners and improve accessibility through features like alt-text and adaptive formats. AI-driven analytics can identify gaps in existing OER and recommend resources tailored to learner needs.”

Slide 4: Key Applications

Script:

“AI can assist in content creation, personalization, translation, and quality enhancement. For example, GPT models can generate modular learning units, while AI tools can help educators review content for accuracy and plagiarism. These applications make OER more dynamic and learner-centered.”

Slide 5: Ethical and Practical Considerations

Script:

“With great power comes responsibility. AI-generated content must be fact-checked to avoid misinformation. Licensing compliance is critical to maintain openness. We also need to address sustainability concerns and ensure educators have AI literacy to use these tools effectively.”

Slide 6: Best Practices for Educators

Script:

“Start small—use AI for micro-content before scaling to full courses. Collaborate by sharing AI-generated OER in open repositories. Validate AI outputs with expert review. And align with institutional and UNESCO OER guidelines to ensure ethical and inclusive practices.”

Slide 7: Future Directions

Script:

“Imagine AI-powered OER ecosystems that are dynamic, personalized, and multilingual. Integration with LMS will make workflows seamless. Global collaboration can lead to shared AI models for OER, fostering equity and innovation in education worldwide.”

Slide 8: References

Script:

“These references provide deeper insights into AI and OER. I encourage you to explore them for practical strategies and research findings. Thank you for joining this discussion—let’s open the floor for questions.”