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Background <p>Artificial intelligence (AI) offers new opportunities in healthcare research; however, faculty often lack structured training on its effective and ethical use. Existing faculty development initiatives frequently emphasise tool awareness rather than supporting ethical, reflective, and process-oriented engagement with AI. The New Knowledge Help (NKH) approach was developed as a pedagogical framework to support ethical engagement with AI in faculty research education and was operationalised using instructional design principles. This study evaluated the NKH approach using Kirkpatrick’s four-level framework.</p> Methods <p>A blended programme of six face-to-face and two synchronous virtual workshops was conducted in three cities of Pakistan from November 2023 to March 2024. A total of 290 faculty members participated in NKH-guided workshops focused on ethical engagement with AI across the research process. The NKH approach was grounded in the Four-Component instructional design (4&#xa0;C/ID) model and evaluated using the Kirkpatrick model across four levels: reaction, learning, behaviour, and results. Data were collected through post-workshop feedback, pre- and post-knowledge tests, and a three-month follow-up survey considering learning application and self-reported scholarly outputs.</p> Results <p>The study revealed high levels of participants’ satisfaction with workshop content and delivery (Level 1: mean satisfaction scores 4.4–4.95/5; Satisfaction Index = 87.2%). There was a 22% learning gain in post-test knowledge as compared to pre-test results (Level 2, <i>p</i> &lt; 0.05). At Level 3, 30% of participants reported full implementation of NKH-aligned practices, 25% partial implementation, while 45% reported they had not yet applied the skills in the three-month follow-up. At Level 4, 6.2% of faculty completed full manuscript writing using AI tools, while 44% reported partial ethical integration of AI-supported practices in writing, with a significant association (<i>p</i> = 0.04).</p> Conclusion <p>The study concludes that the NKH approach supports the ethical engagement of faculty with AI tools in research, as demonstrated by enhanced satisfaction, knowledge gain, and early scholarly activities. The varied practices of faculty at level 3 and 4 suggest the need for institutional support, peer networking, and explicit guidance. The NKH approach offers a structured and pedagogically informed framework for fostering ethical engagement with AI in faculty training.</p>

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Ethical engagement with artificial intelligence in faculty research education: evaluation of the New Knowledge Help (NKH) approach

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月21日

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  • Noor-i-Kiran Naeem,
  • Zil-e-Fatima Naeem,
  • Asfandyar Anwer

摘要

Background

Artificial intelligence (AI) offers new opportunities in healthcare research; however, faculty often lack structured training on its effective and ethical use. Existing faculty development initiatives frequently emphasise tool awareness rather than supporting ethical, reflective, and process-oriented engagement with AI. The New Knowledge Help (NKH) approach was developed as a pedagogical framework to support ethical engagement with AI in faculty research education and was operationalised using instructional design principles. This study evaluated the NKH approach using Kirkpatrick’s four-level framework.

Methods

A blended programme of six face-to-face and two synchronous virtual workshops was conducted in three cities of Pakistan from November 2023 to March 2024. A total of 290 faculty members participated in NKH-guided workshops focused on ethical engagement with AI across the research process. The NKH approach was grounded in the Four-Component instructional design (4 C/ID) model and evaluated using the Kirkpatrick model across four levels: reaction, learning, behaviour, and results. Data were collected through post-workshop feedback, pre- and post-knowledge tests, and a three-month follow-up survey considering learning application and self-reported scholarly outputs.

Results

The study revealed high levels of participants’ satisfaction with workshop content and delivery (Level 1: mean satisfaction scores 4.4–4.95/5; Satisfaction Index = 87.2%). There was a 22% learning gain in post-test knowledge as compared to pre-test results (Level 2, p < 0.05). At Level 3, 30% of participants reported full implementation of NKH-aligned practices, 25% partial implementation, while 45% reported they had not yet applied the skills in the three-month follow-up. At Level 4, 6.2% of faculty completed full manuscript writing using AI tools, while 44% reported partial ethical integration of AI-supported practices in writing, with a significant association (p = 0.04).

Conclusion

The study concludes that the NKH approach supports the ethical engagement of faculty with AI tools in research, as demonstrated by enhanced satisfaction, knowledge gain, and early scholarly activities. The varied practices of faculty at level 3 and 4 suggest the need for institutional support, peer networking, and explicit guidance. The NKH approach offers a structured and pedagogically informed framework for fostering ethical engagement with AI in faculty training.