Student perspectives on AI-supported formative assessment in pharmacology

Student perspectives on AI-supported formative assessment in pharmacology | Authorea try { document.documentElement.classList.add('js'); } catch (e) { } var _gaq = _gaq || []; _gaq.push(['_setAccount', 'G-8VDV14Y67G']); _gaq.push(['_trackPageview']); (function() { var ga = document.createElement('script'); ga.type = 'text/javascript'; ga.async = true; ga.src = ('https:' == document.location.protocol ? 'https://ssl' : 'http://www') + '.google-analytics.com/ga.js'; var s = document.getElementsByTagName('script')[0]; s.parentNode.insertBefore(ga, s); })(); Skip to main content Preprints Collections Wiley Open Research IET Open Research Ecological Society of Japan All Collections About About Authorea FAQs Contact Us Quick Search anywhere Search for preprint articles, keywords, etc. Search Search ADVANCED SEARCH SCROLL British Journal of Clinical Pharmacology This is a preprint and has not been peer reviewed. Data may be preliminary. 23 May 2025 V1 Latest version Share on Student perspectives on AI-supported formative assessment in pharmacology Authors : Jon Berg 0000-0001-8583-6349 [email protected] , Øyvind Repstad , Trond Serkland , Tiril Mork , Christian Bru , Olav Tenstad , and Monika Kvernenes Authors Info & Affiliations https://doi.org/10.22541/au.174801437.78607715/v1 Published British Journal of Clinical Pharmacology Version of record Peer review timeline 377 views 211 downloads Contents Abstract Supplementary Material Information & Authors Metrics & Citations View Options References Figures Tables Media Share Abstract Aims: High quality feedback is crucial for helping medical students understand and apply core concepts of pharmacology, yet personalised feedback is resource intensive to produce. Artificial intelligence (AI) offers a potential solution, but little is known about students’ perspectives on AI-generated feedback. This study investigated how medical students perceived and made use of AI feedback in a formative assessment while studying fundamental pharmacology. Methods: We used a qualitative approach to explore how third year medical students perceived AI score and feedback after completing a formative test containing eight short-answer questions on core concepts in pharmacology. Data were collected using focus groups (N=11). In an iterative thematic approach, the transcripts were analysed, and themes identified. Results: Three themes representing factors that affect students’ experiences with AI-generated feedback were identified in the analyses: 1) trustworthy and accessible feedback information, 2) aligning the feedback with the study program, and 3) student feedback literacy. Conclusion: Our findings illustrate the complex interplay between technological, contextual, and individual factors in shaping the effectiveness of AI-supported formative assessment. Students found the AI-generated feedback to be useful and mostly reliable, but raised concerns regarding AI being overly positive, the timing and mandatory nature of the assessment, and the workload required to engage with lengthy narrative feedback comments. While AI tools have the potential to provide reliable, personalised and effective feedback, its implementation needs to ensure that students are equipped with feedback literacy and that the educational program incentivises meaningful engagement with feedback. Supplementary Material File (main text ai feedback.docx) Download 127.00 KB File (table 1.docx) Download 15.46 KB Information & Authors Information Version history V1 Version 1 23 May 2025 Peer review timeline Published British Journal of Clinical Pharmacology Version of Record 29 Aug 2025 Published Copyright This work is licensed under a Non Exclusive No Reuse License. Collection British Journal of Clinical Pharmacology Keywords education medical education pharmacodynamics pharmacokinetics Authors Affiliations Jon Berg 0000-0001-8583-6349 [email protected] University of Bergen Faculty of Medicine and Dentistry View all articles by this author Øyvind Repstad University of Bergen Faculty of Medicine and Dentistry View all articles by this author Trond Serkland University of Bergen Faculty of Medicine and Dentistry View all articles by this author Tiril Mork University of Bergen Faculty of Medicine and Dentistry View all articles by this author Christian Bru University of Bergen Faculty of Medicine and Dentistry View all articles by this author Olav Tenstad University of Bergen Faculty of Medicine and Dentistry View all articles by this author Monika Kvernenes University of Bergen Faculty of Medicine and Dentistry View all articles by this author Metrics & Citations Metrics Article Usage 377 views 211 downloads .FvxKWukQNSOunydq8rnd { width: 100px; } Citations Download citation Jon Berg, Øyvind Repstad, Trond Serkland, et al. Student perspectives on AI-supported formative assessment in pharmacology. Authorea . 23 May 2025. DOI: https://doi.org/10.22541/au.174801437.78607715/v1 If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download. For more information or tips please see 'Downloading to a citation manager' in the Help menu . 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