Abstract
Freely accessible generative artificial intelligence (GenAI) tools pose challenges to Higher Education regarding academic integrity and deep learning. Our study implemented a learning activity designed using constructivist principles to allow for physiology students to explore GenAI and consider its use in assessment tasks. Students were engaged in an open discussion about the use of GenAI tools for university study and assessment. They responded to five question prompts in a Padlet with one question specifically asking their feelings about using GenAI for their group written assignment. Thematic analysis was conducted on the student responses. Group assignment scripts were checked for GenAI use declarations, and text was analysed using the AI detection tool in Turnitin. Some students were concerned about breaching academic integrity guidelines, information accuracy and sources, and the negative effect it may have on their learning.