University of Phoenix researchers present studies on human-AI collaboration in healthcare education
Researchers from the University of Phoenix presented two studies at the AECT 2026 Online Conference on March 11-12 examining how humans and AI work together in complex tasks and how healthcare programs should prepare students for AI-enabled workplaces.
The presentations addressed a practical gap: most healthcare administration programs don't yet teach the AI competencies graduates will need. One research team analyzed what skills future healthcare leaders require and how to integrate those skills into curricula. The other explored how to distribute cognitive tasks between humans and AI systems using Bloom's Taxonomy as a framework.
Framework for human-AI task distribution
The first study, led by Mansureh Kebritchi, Ph.D., and colleagues at the university, conducted a systematic literature review on how knowledge-processing responsibilities can be split between human learners and AI tools. The researchers argued that clearer frameworks for this collaboration could support responsible AI integration across education, research, and professional settings.
The team included Stella Smith, Ph.D., David Aiken, DBA, and Kenneth Murphy, DBA, all from University of Phoenix.
Healthcare programs lag in AI preparation
The second study examined what AI competencies healthcare administration programs should teach. Researchers analyzed skills gaps and reviewed how programs currently address AI literacy, data analytics, and digital health technologies in their coursework.
The research team included Amanda Gabarda, Ed.D., MPH, Jennifer James, Ph.D., Christopher Mosley, DSL, Thomas Sloan, MBA, and Sisay Teketele, DCS, DM, representing University of Phoenix and collaborating institutions.
Their finding: healthcare programs must evolve to ensure graduates understand AI-enabled decision-making and can work effectively with these tools on the job.
Why this matters for educators
The AECT conference, which convenes educators and instructional designers worldwide, provides a forum for sharing research on how technology affects learning. These presentations contribute to broader discussions about AI for Education and AI for Healthcare.
Kebritchi, director of the university's Center for Educational and Instructional Technology Research, said that sharing evidence-based research helps educators understand how to integrate AI responsibly into their programs and prepare students for the jobs they'll actually do.
The research reflects a shift in higher education: programs that don't address AI competencies risk graduating students unprepared for their fields.
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