Generative AI has changed the assessment conversation in higher education, but in sonography the issue is even sharper. This presentation argues that the real challenge is not simply academic misconduct or detecting AI use, but whether our assessment systems still allow us to make credible decisions about learning, competence, and readiness for practice. In a profession where graduates move into high-stakes clinical environments, the validity of the pass decision matters enormously. TEQSA’s recent guidance has shifted attention away from policing and towards structural assessment reform, with greater emphasis on assurance of learning, secure assessment points, and defensible evidence of student capability.

Using sonography as a case study, this session explores why some familiar assessment approaches now sit on increasingly shaky ground, particularly when identity, authorship, and performance conditions cannot be confidently assured. It will consider what more valid assessment might look like in practice, including direct observation, oral defence, in-person clinical examinations, and programmatic approaches that build evidence across time. The presentation also reflects on the implications for course design, governance, and professional accreditation in a time when assessment can no longer be treated as business as usual.

Looking for tips to get students started in the clinical environment?
This lecture will explore a structured approach to teaching ultrasound skills to novice learners in clinical settings. Focusing on breaking complex techniques into consistent and manageable steps builds confidence in early skill development for both the student and supervisor. The session will highlight practical strategies for standardising instruction, scaffolding learning, and reinforcing core principles.