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Claus Wilke's avatar

The actual PhD-level work is writing the initial prompt and then evaluating whether the work that has been done is of sufficiently high standard. Rotation students do not perform PhD-level work, as you state in your second section.

The problem that we see all throughout education, including but not limited to PhD-level education, is that LLMs can easily perform all the tasks we routinely assign to students to assess learning, such as essays, math problems, or simple research problems. The result is that it's increasingly difficult to convince students that these tasks are worth doing, and/or to assess student progress based on their ability to complete such tasks. A rotation student could complete the rotation by feeding your prompt into the LLM, but that would defeat the purpose.

Abraham Palmer's avatar

I'm concerned about what will happen to the system of distributing money based on grant applications. I am now aware of several colleagues who are heavily relying on AI to prepare grants, including descriptions of methods they do not understand. The NIH limiting is PIs to 6 grants per year. This is intended to address the use of AI to write grants, but a cleaver person can use various strategies, like submitting grant where a senior person in their group or a colleague approaching retirement is technically the PI.

At the same time, it is clear that reviewers are (inexplicably) agreeing to review grants and then using AI to write the reviews. What I hadn't realized is that the AI reviewers will prefer the AI grants. That further aggravates the problem and makes me think that there may need to be fundamental changes to the way research money is distributed -- I have no good ideas about how that should be done.

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