Incorporating Generative AI to Promote Inquiry-Based Learning: Comparing Elicit AI Research Assistant to PubMed and CINAHL Complete

Generative artificial intelligence (GenAI) is transforming education, and faculty can either incorporate GenAI in intentional course design to promote inquiry-based learning (IBL) or resist its use. This study identified an effective strategy to intentionally integrate GenAI in the course design to promote IBL. A descriptive study design was used for graduate nursing students to compare the effectiveness of a GenAI literature search tool, Elicit: The AI Research Assistant, to PubMed and CINAHL. A two-phase framework was utilized to organize complex information and justify a preference. A rubric was designed to promote and assess critical thinking through IBL in educating graduate nursing students on information literacy and structuring a literature search. Discovering a relationship between the search tools, students identified the strengths (pros) and weaknesses (cons) of each tool and determined which tool was more effective in terms of accuracy, relevance and efficiency.