Design and Implementation of Assignments for Generative AI-Mediated Formative Feedback
10.11307/mededjapan.57.1_13
- VernacularTitle:生成AIによる形成的フィードバックを目的とした課題の設計と実践
- Author:
Kohta SUZUKI
1
Author Information
1. Department of Health and Psychosocial Medicine, Aichi Medical University School of Medicine
- Keywords:
generative AI;
formative assessment;
written assignment;
self-feedback;
behavior change
- From:Medical Education
2026;57(1):13-18
- CountryJapan
- Language:Japanese
-
Abstract:
We report the design and implementation of generative AI (GenAI) -mediated formative feedback activities in undergraduate medical education, motivated by the rapidly increasing use of GenAI among university students worldwide and growing concerns about AI-generated submissions. This practical report describes an approach in which GenAI provides comments on student-written work, with the aim of supporting self-reflection rather than replacing learner effort. The intervention was introduced in two compulsory courses at a Japanese medical school: Professionalism 1a (first year) and Hygiene (third year) . At course orientation, students received a brief GenAI literacy session outlining appropriate use, common risks, and explicit prohibitions, including the entry of identifiable information. During early implementation in the first-year course, substantial variation was observed in students' GenAI usage skills. To ensure a more consistent experience, instructors provided standardized prompts for students to use when requesting feedback on their draft reports. Students then submitted both their original drafts and the GenAI-generated feedback. Across both courses, the GenAI comments were generally appropriate and aligned with the intended purposes of the assignments, suggesting that standardized prompts can help scaffold students' formative use of GenAI. At the same time, the experience highlighted important challenges. In particular, ethical guidance regarding sensitive or clinical information will become increasingly essential as students begin to use GenAI in more authentic clinical and experiential settings. Strengthening early curricula that address GenAI literacy, responsible use, and privacy protection will therefore be a critical component of future medical education.
