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Alan's avatar

Thanks for all your probing, thinking and writing on this topic. It is hugely helpful

Geoff's avatar

Thanks Aaron, your writing is much appreciated.

Regarding mainly the 'Missing Middle' of discovery, but also other topics, should we perhaps remember that our undergraduates do not stay students for long, and for the most part graduate into professional practice. The focus then becomes evidence for practice, not research.

In my area of healthcare (but I suspect many others too) research shows databases slip down the list of sources. Essentially colleagues, practice guidelines, point-of-care resources, professional bodies, Google Scholar are all more likely to be used first. And if you are in private practice databases other than PubMed are effectively inaccessible.

Consensus, Elicit and other tools however are very accessible, easy to use and meet the need for quick discovery of evidence pretty well. But they have some flaws and are best used with understanding of these, as you have previously written. But like narrative reviews in your Missing Middle argument, the users need is not for transparency or comprehensiveness but rather efficiency and availability.

So should undergraduate teaching be instructing in these types of AI-supported discovery with a view to useful graduate capabilities, rather than sticking to Boolean as a skill to be used in assignments and forgotten on graduation?

Boolean will remain as a research skill, but only for researchers, not everyone else.

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