By Felix Ankel (@felixankel)
Welcome to 2019. This year we are starting with a new series on the future of health professions education. Knowledge is expanding at an exponential rate however, we are still using traditional linear techniques to learn it. The value proposition for future clinicians involves moving beyond the knowledge space to a wisdom space. This is a shared space with patients, multidisciplinary team members, and the public in systems and structures outside of the traditional medical and educational hierarchies.
Augmented intelligence (AI) is a hard future trend. While AI will not completely replace physicians; physicians who don’t adapt to AI-based processes will be replaced by those who do. Professional identities and roles are changing. What will be the role of clinicians? Who will be the experts, traditional hierarchical authorities, “knowmads”, or both? What will be the role of medical educators in this new environment? What structures will be best suited to support this?
Our hope is to start a dialogue on what the future may look like. What will assessment look like in 2025? How do we move from assessment of learning to assessment for learning? What is the future of faculty development? What will be the role of coaching? What is the future for academic careers, and of promotion and tenure?
We hope that you will join the conversation. What topics should we discuss? Drop us a line a icenet@royalcollege.ca and let us know. The editorial board will tackle the questions in future posts.
References
1. Simpson D, Marcdante K, Souza K, Anderson A, Holmboe E. Job Roles of the 2025 Medical Educator. J Grad Med Educ. 2018 Jun;10(3): 243-246