By Roger A. Bowles, MS, EdD, CBET
Maybe it is just me, but it seems like all I’ve been hearing about in the news lately (at least the non-political type) is artificial intelligence (AI) and how fast it is growing. Usually, I am behind the curve in learning new technology and I have been for a very long time.
When I was starting out as a biomedical equipment technician in 1991, our hospital only had one “computer guy” and he worked in our shop. He would work on computers, printers, fax machines and just about every other related device. He was self-taught. He didn’t have a degree. But, he was always reading computer-related magazines. He was always trying to show me articles about Windows 3.0 or 3.1, I can’t remember which but I never really paid attention. I should have.
As computers became a household item, I had to learn on the fly. I did learn, but I would have done better to pay attention sooner. This brings me to the AI revolution, or so it has been called. From what I’ve read, there will be people who work on AI, people who work with AI and people who live with AI. Sort of like computers back in the day. Many of us here are taking steps to learn how to work with it because it isn’t going away.
Starting with ChatGPT, I have used it to help students develop a resume. Starting with just developing a job description for an entry-level BMET or a field service technician, ChatGPT does a pretty good job of using key words and formatting. I’ve also experimented with developing lesson plans on certain topics. There it does a fair job and definitely better than I expected.
The school uses it to determine students’ likelihood of dropping out by monitoring certain variables like attendance, grades, engagement with the learning management system and other factors.
This column was inspired by the use of ChatGPT by asking it to write an article about the benefits and shortfalls of using AI in training entry-level BMETs. One benefit is personalized learning experiences. AI-powered learning platforms can gauge a student’s strengths and weaknesses and tailor topics to meet that student’s needs. Other benefits include real-time feedback and assessment, virtual simulations, intelligent tutoring systems (apparently Oxford and Cambridge already use this in place of many traditional classroom experiences) and data-driven curriculum design. Our school and program are already moving in this direction through the performance-based learning design. Although, I believe the full implementation of this approach is a few years away because of its complexity and also from the resistance from many older faculty members.
Shortfalls of AI in training entry-level BMETs included lack of human interaction and guidance. The experience and expertise of former BMETs training BMETs is hard to replicate. AI may struggle to provide the same level of encouragement and empathy as a human instructor. Another shortfall that was identified is limited real-world context. AI-powered simulations and virtual laboratories are great in that they can replicate real-world scenarios and some equipment, but they lack in some of the nuances and sense activation that working on real devices provides.
This is a fairly short list of the benefits and shortfalls given by ChatGPT. I guess the main question many are asking is, “Will AI replace human instructors?” The short answer, in my opinion, is no, at least not completely. However, I do believe AI will enhance the education and training of future technicians. It will enable instructors to do more in less time. So, in essence, maybe less instructors will be required in the future. Nevertheless, faculty will need to understand AI and be able to use it. Several of us are taking online tutorials and classes on it. We are trying to understand how to better the service we provide our students.
Roger A. Bowles, MS, EdD, CBET, is a biomedical equipment technology/medical imaging technology instructor at Texas State Technical College-Waco.
