Artificial Intelligence (AI) is revolutionising various sectors, and education is no exception. In the realm of optometry undergraduate degrees in the UK, the use of AI use at university is becoming increasingly prevalent. AI tools offer numerous benefits, from enhancing research capabilities to providing personalised study aids. These advancements can significantly aid students in mastering complex concepts and honing their practical skills through simulations.
However, the integration of AI at university also brings challenges that must be carefully navigated. Academic integrity is paramount, and students must ensure that their work remains original and authentic.
The General Optical Council (GOC) emphasises honesty and integrity, so it may be taken that falsely submitting AI-generated work as your own can be considered dishonest and in breach of the trust of those you are studying under. Universities are equipped with tools and knowledgeable lecturers who can detect AI use, ensuring that academic standards are upheld.
Understanding the pros and cons of AI use at university is crucial for optometry students. By leveraging AI responsibly, students can enhance their learning experience while maintaining the ethical standards expected in their professional field.
Pros of AI Use at University
The integration of AI use at university offers numerous advantages for optometry students. One of the primary benefits is in research assistance. AI tools can efficiently gather and analyse vast amounts of research data, helping students to identify patterns and insights that might be missed through manual analysis. This capability not only saves time but also enhances the quality and depth of research projects.
Another significant advantage of AI use at university is the availability of study aids. AI-driven platforms can provide personalised learning experiences tailored to individual student needs. These tools can adapt to different learning styles, offering customised tutoring sessions that focus on areas where a student may need additional support.
This personalised approach can lead to a deeper understanding of complex optometry concepts and improve overall academic performance.
Simulation and practice are also greatly enhanced through AI use at university. AI-driven simulations can replicate real-world scenarios, allowing students to practice their skills in a controlled, risk-free environment. These simulations can range from basic eye examinations to more complex diagnostic procedures, providing invaluable hands-on experience. By engaging with these AI tools, students can build their confidence and competence before transitioning to clinical practice.
Cons of AI Use at University
While the benefits of AI use at university are significant, there are also several cons that optometry students must consider. One of the primary concerns is academic integrity. The ease of access to AI tools can tempt students to use them inappropriately, such as submitting AI-generated work as their own. This practice not only undermines the learning process but also constitutes plagiarism, which can have serious academic consequences. The General Optical Council emphasises the importance of honesty and integrity, and any breach of these principles can damage a student’s reputation and future career prospects.
Another potential drawback of AI use at university is the risk of over-reliance on AI tools. While AI can be a valuable aid, it should not replace critical thinking and problem-solving skills. Students who depend too heavily on AI may struggle to develop these essential skills, which are crucial for their professional development. It’s important for students to use AI as a supplement to their studies, rather than a crutch.
Academically, AI is also known to generate false citations and references when writing academic reports or dissertations. I discovered this when asking ChatGPT to find me relevant journal articles on niche areas for this blog. Whilst a very realistic reference was generated, when searching for it – the paper, the journal nor the author actually existed! It is no surprise that this will catch out students trying to submit AI-generated submissions as their own.
In addition to this, generative AI models may not have been trained on all appropriate sources and, as such, is significantly prone to bias. Therefore care must be taken to assess for bias and to confirm the validity of any claims the generative text makes. Whilst AI may be useful for identifying areas of interest – always validate claims from a reputable source.
Data privacy is also a significant concern when using AI tools in optometry studies. Many AI applications require access to sensitive patient data to function effectively. Ensuring that this data is handled securely and ethically is paramount. Students must be aware of the data privacy policies of the AI tools they use and ensure that they comply with all relevant regulations. Mishandling patient data can lead to severe legal and ethical repercussions, as well as potentially breaching another one of the General Optical Council’s standards of practice.
Detection of AI Use by Universities
As AI use at university becomes more common, universities have developed robust methods to detect AI-generated content. One of the key factors in this detection process is lecturer expertise. Experienced lecturers, familiar with the nuances of AI-generated work, can often identify inconsistencies and stylistic anomalies that indicate the use of AI. These educators are adept at recognising the difference between a student’s typical writing style and the polished, sometimes overly formal output produced by AI tools. Their expertise is crucial in maintaining academic integrity and ensuring that students’ work is genuinely their own.
Furthermore, students who attempt to deceive lecturers or software by inserting AI-generated paragraphs among their own work are often easily identified, as the contrast in writing styles becomes much more apparent. Additionally, this can be recognised via recurring points or paragraphs throughout the assignment, ultimately resulting in lower grades due to poor structuring and flow.
In addition to lecturer expertise, universities employ various detection tools to identify AI-generated content. One of the most widely used tools is TurnItIn, a plagiarism detection software that has evolved to include features for detecting AI-generated text. TurnItIn analyses the structure, syntax, and patterns within a document to flag potential AI use. It compares the submitted work against a vast database of academic papers, online content, and known AI outputs to identify similarities and irregularities.
These detection tools are highly effective in maintaining academic standards. They provide a layer of accountability, ensuring that students adhere to the principles of honesty and integrity as emphasised by the General Optical Council. By using these tools, universities can uphold the quality of education and prevent the misuse of AI in academic work.
UK Optometry Universities’ Policies on AI-Use
As part of this article, I have researched the stances and policies of each of the UK universities that offer optometry as a degree. The information is accurate at the time of publishing and their stances may be subject to change at any time. Please check directly with your academic institution or faculty for specific guidance. A link to the source can be found by clicking the name of the institution.
Please note, this section acts as a rough guide and The Eye Care Advocate is not responsible for any content on these links and due diligence, care and common sense is required in all cases where you may want to use artificial intelligence within your studies.
If in doubt, do not use AI-generated content in any of your submissions unless specifically advised by your assessor or tutor and NEVER submit AI content and claim it as your own.
I was unable to find any publicly available details about Anglia Ruskin’s stance on generative artificial intelligence, but they have a strong section on Academic Honesty, which covers plagiarism and cheating; of which the descriptions provided would match that of submitting AI-generated content without permission and/or reference.
Aston embraces the constructive application and use of generative AI, where relevant to programme and/or module learning outcomes.
It is the responsibility of those who design and set assessments to define what appropriate use and misuse of AI means for specific summative assessment tasks.
Whilst Aston Univesity may have some generative AI assessments – it is joint responsibility between examiner and student to ensure the correct use of AI.
I was unable to find any policy specifically about Artificial Intelligence but Bradford University have a strong section on plagiarism and, based on the descriptions of types of plagiarism provided, submissions from AI generated sources are highly likely to be considered as such and be penalised in a similar way.
Cambridge University recognises that generative AI programs of various kinds have the potential to provide a valuable resource for students and can support the learning process as students research, design and plan coursework projects.
However, the inappropriate use of generative AI to create or enhance student work without acknowledgement risks being classed as plagiarism and, like other forms of malpractice, may be subject to penalty. (See the Cambridge Handbook (PDF, 18MB) section 5.6.)
Whilst there was no clear AI-usage policy I could find, the following is taken from Cardiff University’s Academic Regulations 2024/2025.
Providers establish coherent approaches to technologies that impact teaching, learning and assessment (such as Generative Artificial Intelligence). These approaches are clearly communicated to staff and students, including how they are utilised and define misuse of such technologies.
Like other universities, City is exploring the opportunities and challenges presented by generative AI. Whilst they will not prohibit the use of generative AI, it is important that AI is not used to falsely pass off academic work generated by AI as a student’s own work.
Where generative AI is used to enhance learning, City University expects students to use these tools in an ethical and responsible way. For example, used responsibly, generative AI tools could support effective study strategies. Learning to use AI, understanding its strengths and weaknesses, may also become a useful employability skill and you may find some modules will embed the use of AI into assessments and other activities.
Glasgow Caledonian University appreciate that AI has use in learning but do state that submitting coursework that has been developed using AI tools will mean that your work will not be original and you will be engaging in academic misconduct.
Ulster University have a great page on how they are happy for AI to be used within your studies – including a great flow chart.
In general they are happy for you to use generative AI to help you get started on a project, to help give guidance on how to improve what has already been done and to break down more complex topics into simpler terms. They are specifically state that you MUST NOT use AI to fully complete an assessment or help to research by finding facts and quotes.
This may be subject to change, but their webpage on this topic is excellent.
The University’s academic integrity policy (UPR AS14 Appendix III) sets out their stance on plagiarism including fake referencing which can often be the case with AI tools. Therefore, it is crucial that you do not use AI tools to generate an assessment and submit it as your own work; to do so will constitute academic misconduct.
The University of the Highlands and Islands have a comprehensive guide for use of generative artificial intelligence and encourages students to check with individual lecturers and modules for specific details.
They also state that failure to cite AI as a resource and/or submitting text that is not your own will count as academic misconduct.
Each module you are studying on will clearly state whether the use of AI is acceptable in the assignment brief.
The general principle at the University of Huddersfield is that the work you hand in must be your own, and where it is acceptable to make use of AI, you need to acknowledge this.
The University have produced a useful library guide to explain this in more detail.
AI tools have the potential to enhance learning, and can support inclusivity and accessibility when used appropriately. It is important that you understand the potential risks and benefits of these tools if you plan to use them during your studies.
You may use AI tools like any other resource to help you generate ideas, key themes, and plan your assessment, and you may also cite or quote content generated by AI systems. However, passing off work generated by AI as your own is plagiarism, and will be treated as seriously as plagiarism of another person.
Whilst extensively searching for policy on the use of AI within your optometric studies and assessments, I could not find evidence of anything publicly available.
Therefore, I would use it with caution and discuss with your programme lead about AI use within your studies and assume, as with the other universities, that generating and submitting AI-content as your own would be considered as plagiarism.
Students will be advised when and how it is permissible to use generative AI in assignments and assessments.
It is an academic offence to download material from the web and submit it as your own work or submit work created by using AI tools without appropriate acknowledgement.
Conclusion
The integration of AI use at university within optometry undergraduate degrees in the UK presents a wealth of opportunities for enhancing education. AI tools can significantly aid in research, provide personalised study aids, and offer advanced simulation experiences that prepare students for real-world practice. These benefits can lead to a deeper understanding of complex concepts and better preparedness for professional careers.
However, it is crucial to approach AI use at university with a sense of responsibility and ethical consideration. Academic integrity must be upheld, and students should ensure that their work remains original and authentic. The principles of honesty and integrity, as emphasised by the General Optical Council, are fundamental to maintaining trust and credibility in the optometry profession. Misuse of AI, such as submitting AI-generated work as one’s own, can have serious academic and professional consequences.
Universities are equipped with tools and knowledgeable lecturers to detect AI-generated content, ensuring that academic standards are maintained. By being mindful of these considerations, students can leverage AI to enhance their learning experience while adhering to ethical standards.
In summary, AI use at university offers significant advantages for optometry students, but it must be used responsibly. By balancing the benefits with a commitment to academic integrity and ethical practice, students can make the most of AI tools and prepare themselves for successful careers in optometry.
If you have found this article useful, please consider sharing with friends, colleagues and peers. Subscribing below will also mean you get an update of the latest articles produced by The Eye Care Advocate. You can also support my work by purchasing a copy of my eStudy Guide: History and Symptoms: The Eye Examination. All purchases help with the operating costs of running the website.
Leave a Reply