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<div style="float: left; margin: 0.5em 0.9em 0.4em 0em;">[[File:Tab1 Mulder PLOSCompBio2018 14-2.png|240px]]</div>
<div style="float: left; margin: 0.5em 0.9em 0.4em 0em;">[[File:Fig1 Niszczota EconBusRev23 9-2.png|240px]]</div>
'''"[[Journal:The development and application of bioinformatics core competencies to improve bioinformatics training and education|The development and application of bioinformatics core competencies to improve bioinformatics training and education]]"'''
'''"[[Journal:Judgements of research co-created by generative AI: Experimental evidence|Judgements of research co-created by generative AI: Experimental evidence]]"'''


[[Bioinformatics]] is recognized as part of the essential knowledge base of numerous career paths in biomedical research and healthcare. However, there is little agreement in the field over what that knowledge entails or how best to provide it. These disagreements are compounded by the wide range of populations in need of bioinformatics training, with divergent prior backgrounds and intended application areas. The Curriculum Task Force of the International Society of Computational Biology (ISCB) Education Committee has sought to provide a framework for training needs and curricula in terms of a set of bioinformatics core competencies that cut across many user personas and training programs. The initial competencies developed based on surveys of employers and training programs have since been refined through a multiyear process of community engagement. This report describes the current status of the competencies and presents a series of use cases illustrating how they are being applied in diverse training contexts. ('''[[Journal:The development and application of bioinformatics core competencies to improve bioinformatics training and education|Full article...]]''')<br />
The introduction of [[ChatGPT]] has fuelled a public debate on the appropriateness of using generative [[artificial intelligence]] (AI) ([[large language model]]s or LLMs) in work, including a debate on how they might be used (and abused) by researchers. In the current work, we test whether delegating parts of the research process to LLMs leads people to distrust researchers and devalues their scientific work. Participants (''N'' = 402) considered a researcher who delegates elements of the research process to a PhD student or LLM and rated three aspects of such delegation. Firstly, they rated whether it is morally appropriate to do so. Secondly, they judged whether—after deciding to delegate the research process—they would trust the scientist (who decided to delegate) to oversee future projects ... ('''[[Journal:Judgements of research co-created by generative AI: Experimental evidence|Full article...]]''')<br />
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Revision as of 15:26, 20 May 2024

Fig1 Niszczota EconBusRev23 9-2.png

"Judgements of research co-created by generative AI: Experimental evidence"

The introduction of ChatGPT has fuelled a public debate on the appropriateness of using generative artificial intelligence (AI) (large language models or LLMs) in work, including a debate on how they might be used (and abused) by researchers. In the current work, we test whether delegating parts of the research process to LLMs leads people to distrust researchers and devalues their scientific work. Participants (N = 402) considered a researcher who delegates elements of the research process to a PhD student or LLM and rated three aspects of such delegation. Firstly, they rated whether it is morally appropriate to do so. Secondly, they judged whether—after deciding to delegate the research process—they would trust the scientist (who decided to delegate) to oversee future projects ... (Full article...)
Recently featured: