Artificial intelligence-assisted academic writing: recommendations for ethical use
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...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-04-01
|
| Series: | Advances in Simulation |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41077-025-00350-6 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849699463040335872 |
|---|---|
| author | Adam Cheng Aaron Calhoun Gabriel Reedy |
| author_facet | Adam Cheng Aaron Calhoun Gabriel Reedy |
| author_sort | Adam Cheng |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-e2f780ce01574c2880ed50e42a2f4577 |
| institution | DOAJ |
| issn | 2059-0628 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | BMC |
| record_format | Article |
| series | Advances in Simulation |
| spelling | doaj-art-e2f780ce01574c2880ed50e42a2f45772025-08-20T03:18:34ZengBMCAdvances in Simulation2059-06282025-04-011011910.1186/s41077-025-00350-6Artificial intelligence-assisted academic writing: recommendations for ethical useAdam Cheng0Aaron Calhoun1Gabriel Reedy2Departments of Pediatrics and Emergency Medicine, Alberta Children’s Hospital, Cumming School of Medicine, University of CalgaryUniversity of Louisville School of Medicine and Norton Children’s Medical GroupFaculty of Life Sciences and Medicine, King’s College LondonAbstract 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.https://doi.org/10.1186/s41077-025-00350-6Artificial intelligenceLarge language modelsChatGPTAcademic writingEthics |
| spellingShingle | Adam Cheng Aaron Calhoun Gabriel Reedy Artificial intelligence-assisted academic writing: recommendations for ethical use Advances in Simulation Artificial intelligence Large language models ChatGPT Academic writing Ethics |
| title | Artificial intelligence-assisted academic writing: recommendations for ethical use |
| title_full | Artificial intelligence-assisted academic writing: recommendations for ethical use |
| title_fullStr | Artificial intelligence-assisted academic writing: recommendations for ethical use |
| title_full_unstemmed | Artificial intelligence-assisted academic writing: recommendations for ethical use |
| title_short | Artificial intelligence-assisted academic writing: recommendations for ethical use |
| title_sort | artificial intelligence assisted academic writing recommendations for ethical use |
| topic | Artificial intelligence Large language models ChatGPT Academic writing Ethics |
| url | https://doi.org/10.1186/s41077-025-00350-6 |
| work_keys_str_mv | AT adamcheng artificialintelligenceassistedacademicwritingrecommendationsforethicaluse AT aaroncalhoun artificialintelligenceassistedacademicwritingrecommendationsforethicaluse AT gabrielreedy artificialintelligenceassistedacademicwritingrecommendationsforethicaluse |