Rajan Kadel

Samar Shailendra, Rajan Kadel, Aakanksha Sharma et al.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework provides a rigorous foundation for evidence synthesis, yet the manual processes of data extraction and literature screening remain time-consuming and restrictive. Recent advances in Generative Artificial Intelligence (GenAI), particularly large language models (LLMs), offer opportunities to automate and scale these tasks, thereby improving time and efficiency. However, reproducibility, transparency, and auditability, the core PRISMA principles, are being challenged by the inherent non-determinism of LLMs and the risks of hallucination and bias amplification. To address these limitations, this study integrates human-led synthesis with a GenAI-assisted statistical pre-screening step. Human oversight ensures scientific validity and transparency, while the deterministic nature of the statistical layer enhances reproducibility. The proposed approach systematically enhances PRISMA guidelines, providing a responsible pathway for incorporating GenAI into systematic review workflows.

Aakanksha Sharma, Samar Shailendra, Rajan Kadel

Generative Artificial Intelligence (GenAI) has the potential to transform higher education by generating human-like content. The advancement in GenAI has revolutionised several aspects of education, especially subject and assessment design. In this era, it is crucial to design assessments that challenge students and cannot be solved using GenAI tools. This makes it necessary to update the educational content with rapidly evolving technology. The assessment plays a significant role in ensuring the students learning, as it encourages students to engage actively, leading to the achievement of learning outcomes. The paper intends to determine how effectively GenAI can design a subject, including lectures, labs and assessments, using prompts and custom-based training. This paper aims to elucidate the direction to educators so they can leverage GenAI to create subject content. Additionally, we provided our experiential learning for educators to develop content, highlighting the importance of prompts and fine-tuning to ensure output quality. It has also been observed that expert evaluation is essential for assessing the quality of GenAI-generated materials throughout the content generation process.

Prakrit Timilsina, Anuj Nepal, Rajan Kadel et al.

Large Language Models (LLMs) face significant challenges in distributed healthcare, including consolidating specialized domain knowledge across institutions while maintaining privacy, reducing computational overhead, and preventing catastrophic forgetting during model updates.This paper presents a systematic evaluation of six parameter-space merging techniques applied to two architecturally compatible medical LLMs derived from the Mistral-7B base model. We introduce a novel hierarchical method that combines selective Optimal Transport (OT) alignment for attention layers with cosine similarity-weighted interpolation, designed to address permutation variance while minimizing computational overhead for edge deployment scenarios. Our study evaluates Task Arithmetic, Linear Averaging, DARE-TIES, DELLA, Breadcrumbs, and our Hierarchical approach across five medical benchmarks. Results demonstrate that architecturally compatible models benefit significantly from simple averaging methods, with Task Arithmetic achieving 45.80% accuracy on MedQA, outperforming complex pruning-based approaches. These findings offer critical insights for the deployment of distributed medical AI in resource-constrained IoT environments, where computational efficiency and model compatibility are paramount. Our work establishes that for architecturally compatible models, simple averaging provides a robust and computationally efficient baseline for knowledge consolidation, offering a pragmatic path forward for scalable medical AI systems.

Rajan Kadel, Samar Shailendra, Urvashi Rahul Saxena

The rapid integration of Generative Artificial Intelligence (GenAI) into higher education presents both opportunities and challenges for assessment design, particularly within Project-Based Assessment (PBA) contexts. Traditional assessment methods often emphasise the final product in the PBA, which can now be significantly influenced or created by GenAI tools, raising concerns regarding product authenticity, academic integrity, and learning validation. This paper advocates for a reimagined assessment model for Project-Based Learning (PBL) or a capstone project that prioritises process-oriented evaluation, multi-modal and multifaceted assessment design, and ethical engagement with GenAI to enable higher-order thinking. The model also emphasises the use of (GenAI-assisted) personalised feedback by a supervisor as an observance of the learning process during the project lifecycle. A use case scenario is provided to illustrate the application of the model in a capstone project setting. The paper concludes with recommendations for educators and curriculum designers to ensure that assessment practices remain robust, learner-centric, and integrity-driven in the evolving landscape of GenAI.