Student perspectives on AI‐supported formative assessment in pharmacology

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, personalized and effective feedback, its implementation needs to ensure that students are equipped with feedback literacy and that the educational programme incentivizes meaningful engagement with feedback.