Rethinking the value proposition of assessment at a time of rapid development in generative artificial intelligence

An important lesson from business is that, in times of disruption, distinguishing between your organisation's value proposition and its operational processes is essential. Clearly, the rapid rise of widely available generative artificial intelligence (GenAI) is a time of disruption for medical education. The high workloads and competing pressures that currently afflict many of our educators makes ‘What is the value proposition of medical education?’ a particularly important question.

Already, learning, teaching, assessment, curriculum design and working practices are being reshaped in response to the emergence of GenAI technologies, and this reshaping is set to expand. It is tempting to change incrementally, making occasional tweaks. However, in doing so, it is easy to neglect what we are trying to achieve. Our response to GenAI should align with our value proposition and not purely react to the threat or challenge we face.