The current academic environment and in workplaces beyond higher education implement generative AI (genAI) in a plethora of ways. In scientific disciplines, it can be used as a tool to aid in writing, such as literature reviews and research proposals. As such, it is important that students understand this tool and critically evaluate its advantages and limitations when using it for scientific work. The development of this skill would enhance students' training for their scientific careers. Skill development must be carefully supported, as persistent tension between technological assistance and authentic learning (Guarda, 2025) may result in loss of writing skills, including a lack of deep contextual understanding of subject material (Sanz-Tejeda, 2026). To ensure genAI use supports rather than undermines student learning and skill development, learning environments, such as in HMB474: Dental Sciences at University of Toronto, should foster more self-regulated learning and development of critical thinking skills (Khalifa, 2024 and Markowitz, 2024).

Dental Science is a seminar-based, research writing course offered at the University of Toronto. In this course, students propose and develop a CIHR/NSERC-style grant through scaffolded assignments. One of the main learning objectives of the course is for students to identify, describe, synthesize, and present a clinical problem and research proposal. The main evaluations for this learning outcome have so far been a 2000-word literature review describing a clinical problem, a final 4000-word research proposal, and a final presentation and question and answer period on the proposed research. Currently, the only evaluation that focuses on the use of genAI is a 500-word critical evaluation on an AI-generated literature review on the student's research topic, in which their self-evaluation on the limitations and benefits of genAI is assessed. Currently, this course follows the basic guidelines regarding genAI use in coursework as outlined by the University of Toronto but the use of genAI and its impacts on a student’s learning process in the context of scientific writing have been underexplored.

The overall aim of this proposed research is to evaluate learners' understanding, use of, and attitudes toward genAI in scientific work, specifically in the context of developing and writing an original research proposal. We speculate that, if taught and evaluated effectively, the use of genAI will not negatively affect students’ learning and skill development. The results of this study will aid in the development of pedagogical techniques for future iterations of this course and other similar courses that aim to teach students how to conduct scientific literature reviews and write research proposals.

References

Guarda, T., Chuquimarca, L., and Augusto, M.F. (2026) "Pedagogical Challenges of Generative AI in Academic Writing", pp. 411-421 in: Computational Science and Its Applications - ICCSA 2025 Workshops. eds: Gervasi, O. et al., Springer. doi: 10.1007/978-3-031-97617-9.

Sanz-Tejeda, A. et al. (2026) "The impact of generative AI on academic reading and writing: a synthesis of recent evidence (2023-2025)", Front. Educ. 10:1711718, 2026. doi: 10.3389/feduc.2025.1711718.

Khalifa, M. and Albadawy, M. (2024). "Using artificial intelligence in academic writing and research: An essential productivity tool", Comp. Meth. Prog. Biomedicine 5:100145. doi: 10.1016/j.cmpbup.2024.100145.

Markowitz, D.M. (2024). "From complexity to clarity: How AI enhances perceptions of scientists and the public's understanding of science" PNAS Nexus 3:9. doi: 10.1093/pnasnexus/pgae387.