Artificial intelligence-assisted academic writing: recommendations for ethical use
Bibliographic record
Abstract
Generative artificial intelligence (AI) tools have been selectively adopted across the academic community to help researchers complete tasks in a more efficient manner. The widespread release of the Chat Generative Pre-trained Transformer (ChatGPT) platform in 2022 has made these tools more accessible to scholars around the world. Despite their tremendous potential, studies have uncovered that large language model (LLM)-based generative AI tools have issues with plagiarism, AI hallucinations, and inaccurate or fabricated references. This raises legitimate concern about the utility, accuracy, and integrity of AI when used to write academic manuscripts. Currently, there is little clear guidance for healthcare simulation scholars outlining the ways that generative AI could be used to legitimately support the production of academic literature. In this paper, we discuss how widely available, LLM-powered generative AI tools (e.g. ChatGPT) can help in the academic writing process. We first explore how academic publishers are positioning the use of generative AI tools and then describe potential issues with using these tools in the academic writing process. Finally, we discuss three categories of specific ways generative AI tools can be used in an ethically sound manner and offer four key principles that can help guide researchers to produce high-quality research outputs with the highest of academic integrity.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.190 | 0.475 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.004 |
| Bibliometrics | 0.004 | 0.005 |
| Science and technology studies | 0.018 | 0.037 |
| Scholarly communication | 0.041 | 0.047 |
| Open science | 0.014 | 0.026 |
| Research integrity | 0.092 | 0.097 |
| Insufficient payload (model declined to judge) | 0.021 | 0.019 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".