Opportunities and Concerns with GenAI
Today, graduate students everywhere are getting to know a new and powerful tool: Generative Artificial Intelligence (GenAI). Programs like ChatGPT and other large language models can help polish grammar, draft outlines, and suggest ideas. These tools are changing the way we write and do research. But the key question is: Is AI a true helper, or could it become a problem for academic writing?
A recent article by Cohen and Moher (2024) in the Journal of Clinical Epidemiology explores this question carefully. They point out both the benefits and risks of using AI in scholarly work.
On the positive side, GenAI makes writing faster and more accessible. For students who are not native English speakers, it can reduce language barriers. For all researchers, it saves time by suggesting structure, summarizing material, or offering different ways to phrase sentences. In a graduate student’s busy life, it can feel like having a personal research assistant available 24/7.
But Cohen and Moher also warn about the risks. AI can sometimes generate false or inaccurate information that looks convincing. It may also blur the line between your own work and AI’s contribution. Ethical concerns arise too: Should students admit when AI helps them? How much AI use is acceptable before it affects honesty and originality in research writing? If not handled carefully, AI could weaken the very values of academic work—such as rigor, creativity, and critical thinking.
Using AI Wisely
So, what should graduate students do? The key is to treat AI as a tool, not a replacement. Use it to support your writing, improve clarity, and brainstorm ideas—but always think critically about what it produces. As Cohen and Moher (2024) stress, universities and journals need clear rules to guide responsible AI use.
In short: GenAI can be a helpful partner if used wisely. But if relied on too heavily or without transparency, it could become a pitfall that harms your credibility as a scholar.
Reference
Cohen, J. F., & Moher, D. (2024). Generative artificial intelligence and academic writing: Friend or foe? Journal of Clinical Epidemiology, 179, 111646. https://doi.org/10.1016/j.jclinepi.2024.111646
