Making generative AI students’ new study buddy

Generative artificial intelligence is rapidly expanding the boundaries of what is possible. In the United States, Breaking Rust recently became the first AI-generated artist to reach the top of the Billboard charts. In science, self-learning machines already deliver answers to questions researchers have struggled with for entire careers. In Uppsala, generative AI is now entering the university lecture halls. The question is how academia’s teachers should respond to the newcomer.

“Of course there is some concern, as the technology challenges our view of knowledge, much like when the calculator once entered the classroom. But rather than trying to hold back the development, we must give students the knowledge to operate the technology, the ability to assess the answers AI generates, and ideally tools that provide results from quality-assured sources,” says Jonas Rydfjord, lecturer at the Faculty of Pharmacy.

In the project AI as a study partner, Jonas Rydfjord leads the development of an AI chatbot that, connected to a course-specific database, supports students in deepening their understanding of a subject. In addition to improved opportunities to reach learning objectives, Rydfjord aims to boost students’ ability to apply AI in a professional manner

“We are constructing a digital framework that teachers can fill with relevant information and make available to students via a shared platform. Our goal is a partner to discuss ideas with that inspires students to keep moving forward. The bot will not provide ready-made answers, which helps us in showing students that personal effort is an essential part of preparing for professional life.”

But, some might ask, can generative AI really replace human interaction? Probably not, but it already offers valuable complements. In another part of BMC, senior lecturer Karin Svensberg leads a Scandinavian collaboration that applies AI to create simulated patients and pharmacy customers expected to become valuable tools for practical communication training in the near future.

“Providing feedback to every course participant is very time-consuming for teachers. We also know that many students hesitate to assess their peers. Therefore we develop digital personas that can both act as customers and provide detailed feedback after the exercise. This initiative began as a student project at our Master’s Programme in Pharmacy and was named one of the best degree projects of 2025,” says Karin Svensberg.

After student Sara Bakhaya published her results in the journal Currents in Pharmacy Teaching and Learning, the universities of Copenhagen and Tromsø, and the Norwegian Nord University, have joined the project. Their shared ambition is to have a pilot version ready for test runs by spring 2027. Currently, a PhD student is being recruited to strengthen the team along the way to full scale launch.

“We have tested early versions in our course Advanced Medication Communication with very positive results. There is also great interest among professionals who see significant relevance of this tool for their competence development. With this in mind, our goal is to present a scientifically grounded AI partner that will provide valuable support for both the education and continuing professional development of pharmacists – and in the long term also other healthcare-related professions,” says Karin Svensberg.

text: Magnus Alsne, photo: Mikael Wallerstedt a o