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  • Patrick Lawlor

Day 2

We kicked off this morning with Dr. David Roberts talking about leveraging technology in medical education. He taught us that good technology is about content, technology is merely a tool and faculty development is key! He taught us that we must be “agile” as educators.

He noted how things have changed over the years (when we first started this course we were talking about how to write on ipads etc…) now we are talking about AI! During the session David did a live demonstration of ChatGPT. With audience participation he asked ChatGPT to help craft a curriculum on GI bleeding for 4th year medical students. There was great discussion from the audience about the pros/cons/concerns of using ChatGPT in medical education. David suggested that if you can only read one book about AI in medicine then you should read: The AI Revolution in Medicine ChatGPT and Beyond.

David gave us some examples of how students might use AI tools: self-quizzing, research questions, differential diagnosis creation, essay responses, applications. He also talked to us about limitations of AI such as inequity in coding and AI hallucinations which are false or misleading outputs.

Dr. Chris Smith (@ccsmith269) who has been teaching in the small group sessions gave us a large group talk on assessment of learning. After opening with some discussion about competent soccer players, he taught us that to be competent one must possess the required skills in all domains within a certain context at a defined stage of education or practice. He discussed the important issues of “competent vs. competence.” Dr. Smith added another pyramid to our repertoire of pyramids – Miller’s Pyramid (knows, knows how, shows how, does) and talked about how to get to the top of Miller’s Pyramid! (We are certainly seeing a theme here now in this course – how do we get our learners to top of pyramids! We warned you that there would be LOTS of triangles!) Dr. Smith shared with us that “assessment drives learning and learning is the key purpose of assessment.”

Next, we had an enthusiastic talk from Dr. Ted James (@tedjamesmd) about leading change in medical education. Dr. James inspired us to go back to the groups or organizations we lead and make some changes! Times are changing and change requires leadership! Medical education should reflect the realities of clinical practice, so change is needed. Leading change starts with vision and ends with impact with strategy and training necessary steps along the way.

Our last plenary of the day was a powerful and eye-opening session from Dr. Kerri Palamara (@PalamaraMcgrath) talking to us about coaching for well-being of our trainees and ourselves. She shared with us that well-being starts with leadership:

· YOU set the tone for your team and your learners.

· Your leadership and teaching style, delegation, and communication practices and priorities send messages about what you value.

· Learners are looking to us to role model during these turbulent times.

Kerri told us it’s time to STOP putting ourselves last. “You can’t positively impact other people’s well-being or their ability to flourish if you don’t first improve your own.” – Nataly Kogan. We have confused the idea of servant leadership with being a servant.

How to lead with empathy:

· Begins with self – you can’t expect to have compassion for others if you do not have self-compassion.

· Normalize that people come as they are/normalize a wide range of emotions.

· Tough love is rarely the best approach.

· Express gratitude and appreciation.

· Develop your perspective and use this to create meaning for others.

We must set personal boundaries--the To-Do list is never done! There will always be work to do and this inherent restlessness impacts our presence and the quality of our relationships. We devalue what’s most important to us when we over-give of ourselves.

Kerri talked about listening/reflecting/using questions (pointing your curiosity outward to ignite theirs) as core coaching skills and she shared her coaching program at MGH.

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