Generative AI: A Disruptor to Health Professions Learner Assessment

Abstract

Since the widespread release of generative artificial intelligence (GenAI) tools in recent years, there has been a dramatic impact on health professions education, particularly in the context of learner assessment. As GenAI continues to evolve, traditional paradigms in health professions education are changing, requiring students, administrators, and educators to navigate ongoing disruption to their practice. We examine how GenAI will specifically impact assessment practices, offering three key postulates to guide future teaching and learning: (1) educators must re-examine assessment constructs to align with GenAI-enhanced learning environments, (2) GenAI can outperform median learner performance with appropriate prompting, and (3) GenAI will become a required tool for health professions assessment. Ultimately, we believe that rather than viewing the advent of GenAI as a threat, educators should harness its potential to empower students and augment learning.

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