Healthcare Leadership – Critical Literature Review

Student Guide_GenerativeAI_iheed_2025

Student guide to ChatGPT and AI:
Currently, many students have questions regarding generative AI and tools such as ChatGPT.
It is iheed’s position to:
1. Touch on the limitations of generative AI and the dangers of relying on it as a
source of information
2. Re-iterate the expectation that assignments should contain students’ own original
work
Limitations:
• Instead of knowledge databases, generative AI tools are language machines that predict
the next plausible word or line of code based on patterns that have been “learned” from
massive amounts of data.
• Crucially, artificial intelligence does not process information in the same manner as
people. It doesn’t advance knowledge. It lacks common sense and the capacity to find
knowledge within a broader experience or context. It lacks the capacity to generate
genuinely unique and creative outputs because its results are typically based on the data
that was used for training and, in the case of “self-learning” (adaptive) algorithms, data
that was collected during deployment. One of the most important academic abilities we
try to instill and cultivate in our pupils is critical thinking, which it lacks.
• AI tools have no understanding of what they generate. A knowledgeable human must
check the work (often in iterations).
• The data sets that these systems are learning from are flawed and have biases,
restrictions, and mistakes.
• They generate text that is not always factually correct.
• They can create software/code that has security flaws, bugs, and use illegal libraries or calls
– or infringe copyright.
• The data on which their models are trained is not up-to-date – they currently have limited
or constrained data on the world and events after a certain point (2021 in the case of
ChatGPT 4).
• They can generate offensive content.
• They produce fake citations and references.
• Such systems are amoral – they don’t know that it is wrong to generate offensive, inaccurate
or misleading content;
• They include hidden plagiarism – meaning that they make use of words and ideas
from human authors without referencing them, which we would consider as
plagiarism.
• There are risks of copyright infringements on pictures and other copyrighted material.
Last updated : 18/08/2025

Student Guide_GenerativeAI_iheed_2025

IMPORTANT NOTES and expectations:
1. AI tools should ONLY be used if you are explicitly asked to work with AI tools and to
analyze and critique the content it generates. This will depend on your course and
the aim of an assessment and their associated learning objectives. However, there
are some instances where AI is permitted (see the table below).
2. Reliance and over reliance on AI tools simply to generate written content and analysis
reduces your opportunity to practice and develop key skills (e.g. writing, critical
thinking, evaluation, analysis or coding skills) which are essential for your course and
professional development.
3. When using tools such as grammar checkers (e.g. Grammarly), be aware that depending
on the level of use, they too use AI. This can affect your work and cause it to no longer
be original. Use these tools to guide your writing and not replace your text or writing.
If you use AI tools to generate an assignment (or part of an assignment) and submit this
as if it were your own work, this will be regarded as academic misconduct and treated as
such.
The following table outlines key considerations, limitations, recommended practices, and
available support:
Key Area

AI Limitations

Using AI to write
assignments

AI may produce
inaccurate, biased, or
outdated content. It
often lacks depth and
personal voice.

Paraphrasing and
summarizing

AI-generated
paraphrasing and
summarization often
lacks depth and nuance.
The output may appear
formulaic or mechanical,
failing to reflect the
complexity of the original
material. While such
tools can assist in
clarifying difficult texts,
they should not replace
the intellectual
engagement required to
interpret and internalize
ideas through active
reading.
AI may suggest limited or
biased sources.
References may be

Using sources and
referencing

Last updated : 18/08/2025

✔ Recommended
Practices
✔ Use AI to brainstorm,
clarify concepts, and
draft outlines.
✔ Identify research gaps
and plan your work.

✔ Use AI to clarify
difficult texts.
✔ Develop your own
writing style.

✔ Use AI to identify
sources and check
referencing.

✘ Practices to Avoid

✘ Do not submit AIgenerated assignments.
✘ Avoid relying on AI for
understanding complex
topics.
✘ Do not compromise
academic integrity.
✘ Avoid copying AI
paraphrased content.
✘ Do not assume AIgenerated text is unique
or undetectable.

✘ Do not copy
references without
verification.

Student Guide_GenerativeAI_iheed_2025

Connecting to lived
experience

fabricated or inaccurate.

✔ Use it as a feedback
tool.

Artificial intelligence lacks
the ability to perceive
emotions or engage with
the world in the way
humans do. Although AI
systems can produce
responses that mimic
human language, they
are constrained by
limitations in accuracy,
timeliness, contextual
awareness, and potential
bias.

✔Generative AI may be
used as a supplementary
tool to explore diverse
cultures, historical
contexts, and global
perspectives, thereby
enriching students’
understanding of the
world.

Furthermore, AI tools are
incapable of interpreting
non-verbal
communication or
sensory input, both of
which are essential to
fully understanding and
conveying meaning in
human interactions

Developing
language

AI-generated language
may be generic and lack
personal tone.

Exams (e.g.,
remote exams)

AI responses may be
generic, biased, or
outdated. They lack
personal voice.

Last updated : 18/08/2025

✘ Avoid referencing
without understanding
citation norms.
Do not use references
unless you have read
them.
✘ Do not rely on AI to
express personal
experiences.
✘ Avoid interpreting AI
responses as genuine
insight.

✔Students may engage
AI to investigate the
psychological and
sociocultural factors that
shape human emotions
and lived experiences,
recognizing its role as a
conceptual aid rather
than a definitive source.
✔ AI tools can support
creative processes by
facilitating initial idea
generation and helping
students develop
arguments or structure
their writing. However,
this should
complement—not
replace—independent
thought and academic
inquiry.
✔ Use AI to check
grammar and spelling.
✔ Use it for translation
and feedback.
✔ Follow exam
guidelines.

✘ Do not assume AI
translations are flawless.
✘ Avoid letting AI replace
language learning.
✘ Do not submit AIgenerated answers.
✘ Avoid assuming AI
content is undetectable.

Masters in Healthcare Leadership
Module 1:
Assessment Brief
There are two parts to this assessment and BOTH PARTS MUST BE COMPLETED
Part 1 is allocated 70% of the overall grade for the module
Part 2 is allocated 30% of the overall grade for the module

PART 1 – Critical Review – 70% of the module
Task:
Write a 2,000-word critical review of the literature on leadership, culture, motivation and feedback and
its application within your professional environment.
In relation to the literature in Module 1:
o
o
o
o

Critique the current debates and theory/research in healthcare leadership
Justify how a theory/practice is applicable in your current leadership practice
Assess how this theory/practice relates to organisational culture by motivating staff
Make a conclusion about these issues and how they’ll operate in your own
organisation/professional domain, or sphere of influence.

Part 2 – Self-Assessment & Personal Action Plan – 30% of the Module
Task:
Complete the Clinical Leadership Competency Framework Self-assessment tool and create a Personal
Action Plan using the template provided.

*Please include a cover sheet with your assignment with your student number.

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Formatting Guidance
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Assessments must be typed.
1.5 line spacing for main text.
A recognized body text typeface should be used, such as ‘ Calibri’, ‘Arial’ or ‘Times New Roman’.
Type (font) size should be 11pt.
Page numbers should be positioned at least 1.5 cm into the page.
Use Harvard style for your reference list and in-text citations. Please note that your reference
list should be alphabetized.

Key Regulations
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Submission of the assessment is done anonymously. Please do not write your name, only use
your student ID number.
The assignment must be submitted with a coversheet provided, detailing University of Warwick
student identification number ONLY (no names), Declaration and Statement of Authorship, and
word count.
Submit your assignment and appendices as one file – doc, docx or pdf.
Appendices, references, charts and tables are not included in the word count.
Word count limit: you can write +/- 10% of the word limit.
* Please note that submissions which exceed the word count will be penalized.
Late submissions accrue a penalty of 5% per day.
The pass mark is 50%. One resubmission attempt is granted, but this is capped at 50%.

It is the student’s responsibility to ensure that assessments are successfully uploaded to the
iheed Learning Environment by the specified deadline. You are advised to check that this is the
case.
If you do not submit an assessment or if you upload an incorrect document, you will receive
zero marks and must repeat the assessment.

Referencing
All work submitted to meet course requirements at iheed and the University of Warwick is expected to
be a student’s own work. Students should be careful to distinguish between ideas which are their own,
and those which have been derived from other sources, e.g. course notes, journals and books.
Information and opinions drawn from other sources should be attributed by a reference.
When referencing sources, ensure that your reference list and citations are correct and consistent. Refer
to the resources on the platform for further advice on referencing.

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Plagiarism
Assessed work is submitted through Turnitin UK, a source-matching software and uses a global database
of millions of entries from other universities and internet sources. Turnitin produces a report that shows
matches of source material to student submissions. This is known as a similarity report.
All Turnitin reports are reviewed before marking takes place and, where plagiarism is suspected, an
independent investigation is undertaken where the student is invited to explain how the matches may
have occurred.
A similarity report of greater than 25% is deemed unacceptable and will be considered a failed
attempt.

Use of AI
Please refer to the iheed policy on use of AI now available on Canvas.

Extension Requests
An extension to the submission date for an assignment may be applied for in extenuating circumstances
by submitting an Extension Request form (on the Resources page, under Policies) to
[email protected] at least 7 days in advance of the scheduled submission date. Maximum
extension allowed is 10 days. Late submissions may incur a penalty of 5% per day unless an extension
has been agreed in advance. Extension requests received after the published submission deadline will
not be considered.

Posting of Results
Your results will be posted 4 to 5 weeks after you submit your assignment. This time is required to
complete the marking process and liaise with the external examiner and the University of Warwick.

Resubmissions
All resubmissions are capped at 50%.
There are no extensions for resubmissions.

Questions
If you have any questions about the assignment requirements, please submit them by email
to [email protected] before the deadline.

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MASTERS IN HEALTHCARE LEADERSHIP
ASSIGNMENT COVER SHEET
Student number
Module
Assignment
Word count
Tutor
Date Submitted
DECLARATION
I acknowledge that by submitting this assessment electronically via the iheed Online Learning
Environment,
1. I have not impersonated or allowed myself to be impersonated by any person for the
purposes of this assessment.
2. This assessment is my original work and no part of it has been copied from any other source
except where due acknowledgement is made.
3. No part of this assessment has been written for me by any other person.
4. I have not previously submitted this work for this or any other course/module.
5. I give permission for my assessment response to be reproduced, communicated, compared,
and archived for plagiarism detection, benchmarking, or educational purposes.
6. I understand that: Plagiarism is the presentation of the work, idea, or creation of another
person as though it is your own. It is a form of cheating and is a very serious academic
offence that may lead to exclusion from the University. Plagiarised material can be drawn
from, and presented in, written, graphic and visual form, including electronic data and oral
presentations. Plagiarism occurs when the origin of the material used is not appropriately
cited.
7. I give permission for my assessment response to be reproduced, communicated, compared,
and archived for plagiarism detection, benchmarking, or educational purposes.

Signed: (Student Number) _______________________ Date: ________________

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