ANALYSIS OF AN INTEGRATED APPROACH TO FACULTY DEVELOPMENT IN ACADEMIC WRITING AND AI LITERACY AT A MEDICAL UNIVERSITY
DOI:
https://doi.org/10.62405/osiconf.2026.05Keywords:
academic writing; generative artificial intelligence; AI literacy; faculty development; medical education; Moodle.Abstract
Aim. To describe participation, course completion, and final assessment outcomes in the first cohort of the «Structure and Logic of Scientific Writing» faculty development course with an integrated AI-literacy module at Ivano-Frankivsk National Medical University (IFNMU). Methods. We conducted a retrospective analysis of anonymized registration and assessment data from the course delivered between February and June 2026 (90 hours, 3 ECTS credits, blended format). Data from 32 registered participants and final assessment results from 18 certificate recipients were analyzed using descriptive statistics and Pearson correlation coefficients. Results. Thirty-two faculty members from at least 21 departments registered for the course; 24 (75.0%) were associate professors. Eighteen participants completed the course (56.3%). Mean scores were 83.6±7.7 for the manuscript component, 86.0±5.3 for the AI-related tasks, and 85.0±5.6 for the combined «manuscript + AI» score. The correlation between manuscript and AI-task scores was weak and not statistically significant (r=0.27; p=0.28), whereas the combined score showed a moderate correlation with total Moodle activity (r=0.53; p=0.024). Conclusions. The first cohort demonstrated cross-departmental participation and the organizational feasibility of integrating scientific-writing instruction with applied AI literacy. The observed correlations should be interpreted in light of the small sample and the course design. Prospective studies incorporating baseline and follow-up measures, and preferably a comparison group, are needed to evaluate educational effectiveness.
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