PRISMA-P checklist for “Protocol for Conducting a Scoping Review on The Use of AI in Automated Scoring of Short-Answer Questions in Medical Education”

Protocol for Conducting a Scoping Review on The Use of AI in Automated Scoring of Short-Answer Questions in Medical EducationAssessment plays a central role in medical education by evaluating learners’ knowledge, skills, and professional competencies. While multiple-choice questions (MCQs) are widely used due to their efficiency and broad content coverage, they primarily assess recall and recognition, limiting their ability to measure higher-order reasoning. Short-answer questions (SAQs), in contrast, promote deeper cognitive processing and provide better discrimination between levels of student performance. However, SAQs are resource-intensive to grade and susceptible to scorer inconsistency and rater bias, highlighting a need for more efficient and reliable assessment solutions.Artificial Intelligence (AI) has emerged as a transformative tool in medical education, enhancing learning, supporting adaptive instruction, and automating assessment processes. AI-driven systems using machine learning and natural language processing have been increasingly applied to automated scoring of SAQs (ASAQ). These systems offer potential benefits, including reduced grading burden, greater scoring consistency, and timely feedback to learners. Despite promising developments, concerns persist regarding algorithmic transparency, data privacy, and the reliability and validity of automated scoring compared with human graders. Existing studies report mixed results, underscoring the need for a comprehensive examination of current approaches.This scoping review aims to systematically map the literature on AI-based models used for automated scoring of SAQs in medical education. Specifically, it seeks to identify the types of AI models employed, evaluate their accuracy and reliability relative to human graders, describe reported advantages and challenges, and assess fairness and feasibility within educational settings. Following the Joanna Briggs Institute methodology and the Population–Concept–Context framework, the review will include empirical studies published since 2015 involving medical students and AI-driven SAQ scoring. Findings will provide an evidence-based overview of current practices, highlight gaps in the literature, and inform future research and implementation strategies for AI-assisted assessment in medical education.