AI-Assisted Formative Assessment in Clinical Education: From Algorithms to Agency

作者：Q. T. Nguyen, Thuy Minh Ha, Tina Mai · 发表于：JMIR Medical Education · 年份：2026 · DOI：10.2196/93710 · 研究领域：Medicine

Abstract Artificial intelligence (AI) is rapidly reshaping clinical education by embedding assessment and feedback into everyday learning activities. Medical students can now use machine learning dashboards, generative AI, large language models, and emerging agentic systems to practice clinical reasoning, communication, and procedural skills while receiving individualized feedback within seconds. However, the availability of more data and more feedback does not necessarily produce better learning. This Viewpoint is intended for clinical educators, assessment leaders, curriculum committees, faculty developers, and institutional leaders who must decide how AI should be used in formative activities without reducing education to automated scoring. AI-assisted formative assessment is defined in this paper as the intentional use of AI tools to generate, organize, and support interpretation of performance information for learning rather than grading. Its distinctive contribution lies in the scale, adaptivity, conversational simulation, pattern detection, and possible autonomy of AI systems. However, AI outputs become formative only when learners and educators interpret them critically, judge their trustworthiness, and translate them into a small number of focused follow-on learning actions. This paper synthesizes the current evidence base while noting that much of it remains early, heterogeneous, and concentrated in short-term or single-setting studies. It examines key risks, includ...