Faculty Uses and Perspectives on Generative AI: Experiences From Two UK Veterinary Schools

Abstract

The relatively recent emergence of generative AI (GenAI) tools and their potential to influence many aspects of faculty and student experiences requires rapid insight into these tools’ current uses, perceived challenges, and opportunities. A survey-based study was carried out with faculty at two UK veterinary schools to gain insight into current usage rates, confidence, concerns, and suggestions for both faculty development and curriculum in relation to GenAI. A total of 121 surveys were completed (∼20% response rate). Likert scale items were statistically analyzed and free-text data were coded and analyzed for themes. Twenty-five percent of faculty reported never having used GenAI tools; the median usage across both schools was once a month or less. Faculty uses included help with writing, creation of teaching materials and assessments, support for research, support more broadly for their academic role, and, where relevant, use in clinical work. Faculty had the lowest confidence in data privacy and security and application to clinical care regardless of whether they were clinically active or not. Concerns included lack of trust in the output, need for more training, and concern about erosion of skills—for both themselves and students. Additional training and support were considered essential across all proposed domains of competence and likewise for students within the curriculum. The study confirms the need for urgent implementation of contextualized faculty development initiatives, alongside curriculum evolution and aligned student guidance and support. A domain-based model for faculty development is proposed.