Use of artificial intelligence (AI) at the Faculty of Medicine

AI is an exciting and useful technology that can support your learning and development as a student, provided you use it sensibly. You should be aware of the ethical, legal and academic limits that apply to how you use it.

Remember that no AI tool is truly intelligent — these tools are simply good at imitating human intelligence. A text-generation tool, for example, is trained to answer your questions whatever they are. If it cannot find the answer in the material it was trained on, it will be «creative» and reply with something it believes could be true. If you push back, it will revise its first answer — even when you may be the one who is mistaken. AI tools also struggle to separate evidence-based facts from unfounded claims, so-called «fake news». They rely mainly on data and sources from Western, English-speaking countries, and are currently weak on gender balance, cultural differences og ethnic variation.

You can use these tools to support your own learning and development, and to practise how to think critically about the answers they produce. The chatbots on the market are good at different things, and the available tools are becoming more advanced and better at combining several functions in one model (multimodal models or foundation models).

Remember that you are here to learn. It is neither sensible nor credible to rely on AI to find every answer in a busy working life. You are responsible for everything you submit, regardless of which tools you have used.

• Ideas and inspiration: You can use AI tools to draft a text based on a theme or a question. This can help you find inspiration, arguments, examples or sources for writing assignments.
• Improving your language: You can use various tools to check grammar, spelling, word choice or style in your text. Be aware that the tool does not always give correct or appropriate suggestions, so review every suggestion critically.
• Learning new topics: You can use AI tools to get a general overview of a new topic, subject or course.
• As a study companion: You can ask a chatbot to quiz you on the syllabus, or give you examples of exam questions you can work through alone or with fellow students. Be very sceptical of the answers you receive. They may come from a different syllabus or different medical practice from what is used in Norway today. The less you know about a topic yourself, the harder it will be to assess and verify the quality of the information you receive. Compare the answers with your textbook or another quality-assured source recommended by your teacher. You can also ask for constructive feedback on your own texts.
• Practising clinical situations, dialogue and diagnosis: You can ask a chatbot to set up a role-play or exercise where you are the doctor, dentist, clinical nutritionist or similar, and the chatbot is the patient. Together you can build a dialogue that leads to a diagnosis, the correct treatment or the correct medication. An example prompt could be: «Give me a fictional, detailed set of blood test results and a patient history for a patient in the emergency department with a defined diagnosis. I will try to reason my way to the diagnosis based on the blood tests. When I am finished, give me feedback.» The more specific you are in your request, the better the response will be. Writing good prompts takes practice.
• Organising your study day: For example, you can ask AI to draft a plan for working through the syllabus in time for an exam, fitted around your other activities.

• Accepting information without checking whether it is correct.
• Creating data, images or video without stating that AI tools have been used.
• Copying text directly without clearly marking that it comes from an AI tool.
• Submitting personally identifiable information.
• Answering exams, take-home assignments, bachelor's or master's theses with text that is fully or partly generated by AI (unless otherwise stated).
• Uploading patient information, unpublished work (for example master's theses) or teaching material to public AI apps to ask for a summary or similar.

Examples

Help with:

• Proofreading, including standard spellcheckers and applications such as Grammarly.
• Writing an outline.
• Choosing a topic.
• Learning academic terms and short phrases (typically a couple of words).
• Writing your own programs in languages such as Stata, R and Python.
• Gathering background knowledge for assignments*.

Documentation in your self-declaration

Not required.

*If the literature search is a central part of the assignment (for example meta-analyses or review articles), follow the rules for that assignment and state which sources you have used.

Example

AI used to simplify, improve or translate text you have written yourself. This covers rewording and structural changes that go beyond ordinary proofreading.

Documentation in your self-declaration

State which program you used.

Examples

• Help creating figures that illustrate a point or a method.
• A table or text box that explains or summarises a topic.

Documentation in your self-declaration

State which program you used and which images it applies to. If the figure is a reworked version of someone else's, also cite the original source.

Examples

• Help producing figures, graphs, images and tables based on your own data, results or analyses.
• Generating code.

Documentation in your self-declaration

State which program you used and which figures, graphs or images it applies to in the figure or table caption.

Example

AI used to help analyse:

• A qualitative text.
• A figure, image, table or other numerical material.

Documentation in your self-declaration

State which program you used.

Example

Using AI to produce entirely new text, beyond what would count as ordinary language editing.

Documentation in your self-declaration

State which program you used and which parts of the text were written by AI.

Example

The entire work is produced by AI and checked and adjusted by the student.

Documentation in your self-declaration

State which program you used and the prompts (the instructions you gave the program).