Journal of Advances in Medical Education & Professionalism

Intelligent Assessment Systems in Medical Education: A Systematic Review

MAJID ALIZADEH; MARYAM JAFAR SAMERI

Volume 13, Issue 3 , July 2025, , Pages 173-190

https://doi.org/10.30476/jamp.2024.104560.2068

Abstract

Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. ... Read More Introduction: Using Intelligent Assessment Systems (IAS) in medical education has garnered attention as an advanced tool for enhancing educational processes and student evaluation. These systems leverage advanced algorithms to rapidly assess the students’ performance and learning progress. This systematic review aimed to examine the role and impact of Intelligent Assessment Systems in improving educational processes, academic evaluation, and learning progress in medical students compared to traditional assessment methods.Methods: This study was conducted using the PRISMA framework for reporting systematic review articles. Databases such as Embase, PubMed, ProQuest, Web of Science, and Scopus up to March 2024 were reviewed using relevant keywords. Eligible articles were selected and evaluated based on predefined inclusion and exclusion criteria.Results: Out of 2741 articles identified, 10 studies were selected for final analysis. This systematic review analyzed 10 studies, demonstrating that interactive assessment systems (IAS) can enhance learning outcomes by up to 40% in certain settings. The findings emphasized the benefits of immediate feedback and reduced instructor workload. The significant role of IAS in enhancing student performance, providing immediate feedback and reducing the workload of instructors was indicated. These systems, through the use of machine learning algorithms and virtual reality simulators, enable more accurate and comprehensive assessment of students’ clinical and cognitive skills.Conclusion: Intelligent Assessment Systems (IAS) significantly improve educational processes and academic evaluation by providing immediate and precise feedback, enhancing student self-efficacy and self-awareness and reducing the training time and costs. The successful implementation of IAS requires careful system design, user training, and continuous technical support. Further studies are recommended to explore the advantages and challenges of these systems and to optimize their implementation in medical education. The long-term impacts of IAS and scalability across educational contexts require further studies. In conclusion, IAS offers transformative potential in medical education globally, provided that challenges are addressed.

Evolving Assessment in Medical Education: Exploring the Role of Open-Book Examinations

YASAR AHMED; SIMAA KHAYAL; MAJED WADI; MOHAMED ABUZAID

Volume 12, Issue 4 , October 2024, , Pages 215-225

https://doi.org/10.30476/jamp.2024.102078.1955

Abstract

Introduction: The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, ... Read More Introduction: The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, despite these advancements, the traditional theoretical assessment methods have remained largely unchanged. This lack of evolution in assessment systems poses a challenge as it is crucial for assessment methods to evolve in tandem with teaching approaches to ensure a comprehensive and effective learning process in medical education. This paper reviews the integration and effectiveness of open-book examinations (OBEs) in medical education, reflecting their growing significance.Methods: An integrative review of the literature was conducted, drawing from a range of relevant publications over the last decade, sourced from databases such as PubMed, Web of Science, Scopus, and ERIC. The inclusion criteria focused on full-text articles in English, with search terms including “medicine,” “assessment,” “open book examination,” “open book exam,” and “open book assessment,” combined using Boolean operators. Thirteen publications were selected and critically appraised using The Critical Appraisal Skills Program checklist.Results: The analysis identified three primary thematic categories: “Teaching Strategy for Pandemic and Challenging Conditions,” “Tool of Learning & Educational Impact”, and “Operational Challenges & Future Directions”. These themes were explored to understand the role and impact of open-book examinations in medical education.Conclusion: The findings indicate that open-book examinations are a crucial component in the evolving landscape of medical education. While certain reservations remain, open-bookexaminations have shown significant potential in fostering critical thinking, argumentation skills, and lifelong learning among medical students. They reflect the ongoing evolution of knowledge in the medical field and contribute to the development of professionals’ adept at navigating and applying complex information. Further research is recommended to solidify these findings and expand the understanding of open-book examinations in medical education.

Developing measures of immersion and motivation for learning technologies in healthcare simulation: a pilot study

CHRIS JACOBS; JACOB M. RIGBY

Volume 10, Issue 3 , July 2022, , Pages 163-171

https://doi.org/10.30476/jamp.2022.95226.1632

Abstract

Introduction: Medical education has benefitted from the introduction of new technology within recent years. Immersivedevices, such as, 360-degree films and virtual reality have become ... Read More Introduction: Medical education has benefitted from the introduction of new technology within recent years. Immersivedevices, such as, 360-degree films and virtual reality have become new ways of simulating clinical experiences. The aim of the study was to validate and test reliability of a new measure of engagement.Methods: A between-participants design of 2 groups viewing a clinical consultation on a 360-degree headset or 2D monitor was conducted following computer random allocation of 40 healthcare professionals recruited from scheduled teaching. Twenty-three were assigned to 360-degree and 17 to 2D Medias. Adapted Immersion Experience Questionnaire (AIEQ) and Abridged Intrinsic Motivation Inventory (AIMI) were modified to match factors relating to clinical encounters. AIEQ and AIMI were utilised as the data collection tool by each group following video viewing. Spearman’s rank correlation was used to assess relationship between immersion and motivation. Comparisons between 360-degree and 2D media responses were made using Wilcoxon’s signed ranks test. Internal reliability coefficients of adapted measures were calculated with Cronbach alpha scores.Results: Total immersion scores were statistically higher in those experiencing 360 (P<0.05), with a median difference of 14.50 (95% CI 6.50-22.00). A positive correlation existed between the total AIEQ and total score of the AIMI in both groups (rs=0.88, n=17, P<0.001). Internal consistency and reliability was demonstrated with a high Cronbach alpha score for the AIEQ (α=0.91). AIMI subscale alpha value was also high at (α=0.95) which shows the measures to be of high internal reliability.Conclusions: Adaptation and validation of existing measures for use in healthcare education can be used to quantify levels of immersion and motivation. Standardising measures for use in evaluating new Technology Enhanced Learning is a step to aid understanding on how we develop these tools in medical education and how we might learn from immersive technology.

The application of formal axiology to medical education through the hartman value profile: a prospective cohort study

BEATRIZ NISTAL-NUÑO

Volume 7, Issue 4 , October 2019, , Pages 213-219

https://doi.org/10.30476/jamp.2019.81465.1007

Abstract

Introduction: Many criteria such as USMLE scores, applicant resumes, Dean’s letters, ecommendation letters, personal discussions, interview scores and medical school ... Read More

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Keywords = Educational assessment

Intelligent Assessment Systems in Medical Education: A Systematic Review

Abstract

Evolving Assessment in Medical Education: Exploring the Role of Open-Book Examinations

Abstract

Developing measures of immersion and motivation for learning technologies in healthcare simulation: a pilot study

Abstract

The application of formal axiology to medical education through the hartman value profile: a prospective cohort study

Abstract