PURPOSE:Clinical teachers must continuously learn new skills to support evolving needs of learners in complex clinical environments. The Clinician Educator Milestones published by the Accreditation Council on Graduate Medical Education delineate the skills needed, yet guidance for how to develop skills is lacking. The master adaptive learner (MAL) framework outlines a process for expertise development, but whether clinical teachers apply this to their own teaching skills development is unclear. The authors explored, through the MAL lens, how master clinical teachers develop their skills and what factors drive changes in their teaching. METHOD:The authors conducted a multisite, interview-based, qualitative study of master clinical teachers, using a cocreated definition to inform selection of participants. They developed and refined a semi-structured interview guide and collected demographics through an online survey between February and June 2024. Two authors analyzed the data using thematic analysis through an iterative process. RESULTS:Twenty-nine clinical teachers participated, representing 11 specialties. The authors identified 4 main themes: (1) master clinical teachers intentionally change and improve their teaching over time; (2) internal and external factors drive change, including learner feedback, reflection, and humility; (3) formal and informal mechanisms enable teachers to change and improve, including faculty development, role modeling, and practice; and (4) changes encompass what and how they teach, with increasing emphasis on learner-centered approaches. The data suggest a master adaptive approach to teacher development-identifying gaps in knowledge through reflection and seeking professional development opportunities (planning), engaging with such opportunities (learning), analyzing feedback after experimenting (assessing), and adopting successful approaches (adapting). CONCLUSIONS:Master clinical teachers describe an active, intentional process to development of teaching skills that maps on the MAL framework. Institutions should support the expansion of faculty development efforts to explicitly promote this approach and address barriers to professional development of clinical teachers.

Objectives:To develop and content-validate a consensus-based, Self-Determination Theory (SDT)-informed single-session coaching framework for the transition from medical school to residency (TTR). Methods:We conducted a modified Delphi study with 13 medical educators from 11 U.S. medical schools, purposively sampled for diversity of geography, institutional type, and coaching infrastructure. Eligibility required experience coaching in medical education. Using a nominal group technique, panelists generated 125 prompts and 12 skills across the coaching arc (opening, exploring, planning, closing). Duplicates were consolidated by consensus rules. In Round 1, panelists rated items on a 1-10 scale; consensus was >80% rating 9-10. In Rounds 2-3, binary yes/no voting determined inclusion or exclusion. Quantitative analysis included medians, interquartile ranges, and Kendall's coefficient of concordance (W) for Round 1. Qualitative comments were analyzed with rapid content analysis to guide revisions. Results:All panelists completed each round (100% retention). In Round 1, 17 questions and 2 skills met consensus (median = 9, IQR 0-1; W = 0.78). Round 2 retained 2 questions and 1 skill, and excluded 62 items. Round 3 added 6 questions and 1 skill, yielding a final framework of 25 prompts and 4 skills. Prompts were distributed across phases (opening 5, exploring 9, planning 7, closing 4) and mapped to SDT needs (autonomy 9, competence 8, relatedness 8). Panelists affirmed clarity, feasibility, and acceptability for non-coach faculty. Conclusions:This consensus-derived framework provides a pragmatic, SDT-grounded tool for coaching at the TTR. Future studies should evaluate feasibility, fidelity, and learner outcomes.

There is growing interest in coaching as a strategy to support competency-based medical education (CBME), individualized learning, development of Master Adaptive Learners, and precision education. Despite high enthusiasm, educators often struggle with how to begin developing an effective program. This educational blueprint describes two foundational decisions for launching a coaching program: defining program goals and selecting a theory of change with an aligned coaching model. We then examine contextual considerations, implementation challenges, and tradeoffs that influence these decisions. Grounding a program in explicit goals, educational theory and intentional model selection create a coherent foundation for subsequent design, implementation, and evaluation.

Learning communities (LCs) are longitudinal, relationship-centered structures that foster belonging, mentorship, and collaboration across diverse educational settings. This monograph focuses on LCs in undergraduate medical education (UME), summarizing their structures and models; evidence for effects on the learning environment, advising, well-being, and clinical skills; and practical strategies for implementation. We outline common elements of learning communities across the UME spectrum, including protected small-group time, curricular integration, and structured reflection. We then present the Vanderbilt Colleges as a case study demonstrating these design principles in practice. A checklist, pitfalls, and research priorities are offered to support adoption and continuous improvement.

Medicine requires physician-leaders trained in interdisciplinary problem-solving and in responding to complex adaptive systems. The rapid pace of technological change poses an unmet need for physicians who have aptitude in engineering, informatics, systems design, entrepreneurship, and other creative problem-solving tools to improve the health of society. The Medical Innovators Development Program (MIDP) is a MD candidate training program that was designed to meet this growing need. MIDP blends various frameworks including Design Thinking, Biodesign, Lean Six Sigma, the Business Model Canvas, and others into a 4-year curriculum that is integrated into the core MD curriculum. The capstone experience is a 3-month immersive team-based course in stakeholder discovery, design prototyping, and pitching solutions to address clinical needs identified during clerkships. The MIDP offers a roadmap for MD students to gain skills in and apply innovation and design fundamentals to self-discovered clinical needs. MIDP students have seen success in various ways: presentations to the Board of Trust, participation in the prestigious I-Corps program, multiple entrepreneurial pitch competition wins, institutional pilots, and to date, four technology transfer intellectual property disclosures. MIDP's next steps focus on scaling impact. Specific aims include building internal infrastructure for further development of promising "orphan" ideas after students graduate, facilitating interprofessional opportunities for undergraduate and graduate student collaboration, maintaining an active alumni network, and inspiring other similar integrated MD programs.

PURPOSE:The Master Adaptive Learner (MAL) is a model describing the collective skills of planning, learning, assessing, and adjusting that may translate into continually improving clinical proficiency. The objective of this study was to develop a MAL assessment instrument to measure these skills. METHOD:1,427 students completed the 36-item candidate MAL instrument. The authors performed exploratory factor analysis (EFA) on half of the dataset. The factors and items were determined by eigenvalues, structure, parsimony, and theoretical considerations. Once an appropriate factor structure was identified, confirmatory factor analysis (CFA) was used on the second dataset to confirm results and the global fit. RESULTS:The final CFA model consisted of four factors: two items in a resilience factor subscale, eight items in a MAL factor subscale, three items in a curiosity/exploration factor subscale, and three items in a motivation/mindset/challenge factor subscale. This model's scaled global fit statistics fit moderately well (CFI = 0.961, RMSEA = 0.041 (0.035, 0.047), SRMR = 0.037), indicating this was an adequate model. DISCUSSION:The resultant MAL instrument demonstrated sufficient internal structure validity evidence. The instrument may be useful for a variety of applications including assessment of practice-based learning competencies, coaching, and remediation activities.

Vanderbilt University School of Medicine (VUSM) aims to catalyze the advancement of impactful discovery, servant leadership, and lifelong learning. During a curriculum revision, VUSM fostered lifelong learning by intentionally integrating a portfolio coaching program into a competency-based curriculum. At matriculation, each student is paired with a faculty coach, and the dyads meet at regularly scheduled intervals until graduation. The program is designed to inspire and support students in reaching their full potential, assist students in creating and meeting academic goals, and support informed self-assessment to facilitate self-regulation and lifelong learning. With over 10 years of continuous refinement and extensive student participation data, this stands as one of the most mature and comprehensive undergraduate medical education coaching programs. This manuscript describes the implementation, institutional experience, and outcomes of the VUSM Portfolio Coaching Program.

Abstract Purpose To address a gap in radiation oncology education in low- and middle-income countries (LMICs), we sought to evaluate the effectiveness and generalizability of a refined curriculum on intensity modulated radiotherapy (IMRT) offered to existing radiation therapy (RT) clinics across Africa and Latin America (LATAM) at no cost. Methods A curriculum was created based on prior needs assessments and adapted for participating medical physicists, radiation oncologists, radiation therapists, and trainees in LMICs. English-speaking and Spanish-speaking teams of volunteer educators delivered 27 hour-long sessions 1–2 times weekly for 4 months using video conferencing to African and LATAM cohorts, respectively. Pre- and post-course multiple-choice examinations were administered to LATAM participants, and pre- and post-course self-confidence (1–5 Likert-scale) and open-ended feedback were collected from all participants. Results Twenty-five centers across Africa (13) and LATAM (12) participated, yielding a total of 332 enrolled participants (128 African, 204 LATAM). Sessions were delivered with a mean of 44 (22.5) and 85 (25.4) participants in the African and LATAM programs, respectively. Paired pre and post-course data demonstrated significant (p < 0.001) improvement in knowledge from 47.9 to 89.6% and self-confidence across four domains including foundations (+ 1.1), commissioning (+ 1.3), contouring (+ 1.7), and treatment planning (+ 1.0). Attendance was a significant predictor of change in self-confidence in “high attendance” participants only, suggesting a threshold effect. Qualitative data demonstrates that participants look forward to applying their knowledge in the clinical setting. Conclusion A specialized radiation oncology curriculum adapted for LMIC audiences was effective for both African and LATAM participants. Participant feedback suggests that the refined IMRT course empowered clinics with knowledge and confidence to help train others. This feasible “Hub and Spokes” approach in which a distance-learning course establishes a hub to be leveraged by spokes (learners) may be generalizable to others aiming to reduce global health care disparities through training efforts.

BACKGROUND:Assessment of the Core Entrustable Professional Activities for Entering Residency requires direct observation through workplace-based assessments (WBAs). Single-institution studies have demonstrated mixed findings regarding the reliability of WBAs developed to measure student progression towards entrustment. Factors such as faculty development, rater engagement and scale selection have been suggested to improve reliability. The purpose of this investigation was to conduct a multi-institutional generalisability study to determine the influence of specific factors on reliability of WBAs. METHODS:The authors analysed WBA data obtained for clerkship-level students across seven institutions from 2018 to 2020. Institutions implemented a variety of strategies including selection of designated assessors, altered scales and different EPAs. Data were aggregated by these factors. Generalisability theory was then used to examine the internal structure validity evidence of the data. An unbalanced cross-classified random-effects model was used to decompose variance components. A phi coefficient of >0.7 was used as threshold for acceptable reliability. RESULTS:Data from 53 565 WBAs were analysed, and a total of 77 generalisability studies were performed. Most data came from EPAs 1 (n = 17 118, 32%) 2 (n = 10 237, 19.1%), and 6 (n = 6000, 18.5%). Low variance attributed to the learner (<10%) was found for most (59/77, 76%) analyses, resulting in a relatively large number of observations required for reasonable reliability (range = 3 to >560, median = 60). Factors such as DA, scale or EPA were not consistently associated with improved reliability. CONCLUSION:The results from this study describe relatively low reliability in the WBAs obtained across seven sites. Generalisability for these instruments may be less dependent on factors such as faculty development, rater engagement or scale selection. When used for formative feedback, data from these instruments may be useful. However, such instruments do not consistently provide reasonable reliability to justify their use in high-stakes summative entrustment decisions.

Introduction Up to 20% of the US population carries a penicillin allergy label; however, over 95% of those patients can safely tolerate penicillin. This discrepancy has important personal and public health consequences. There is no published curriculum for medical trainees that covers penicillin allergy history taking, risk assessment, and antibiotic prescribing. Methods We created a 60-minute, interactive curriculum that targeted medical students during their internal medicine rotation. We employed learning strategies including didactics, case-based learning, and role-playing. We compared self-efficacy and knowledge before and after the intervention using paired t tests. Results A total of 28 medical students participated, with 25 completing both the pre- and postworkshop surveys. There was a statistically significant improvement in student-rated preparedness to prescribe antibiotics to patients with a penicillin allergy label (p < .001) and determine whether a patient has a history of an allergic reaction that was severe or life-threatening (p < .001). There was additionally a statistically significant increase in students’ perception that penicillin allergy labels carry important health consequences (p = .005), as well as increase in their total knowledge scores (p = .006). Discussion The workshop employs adult learning techniques to improve self-efficacy and knowledge regarding penicillin allergy in medical students. Further work is needed to refine the curriculum, seek external validity, and determine the impact of this workshop on clinical outcomes.

Competency-based medical education (CBME) requires a criterion-referenced approach to assessment. However, despite best efforts to advance CBME, there remains an implicit, and at times, explicit, demand for norm-referencing, particularly at the junction of undergraduate medical education (UME) and graduate medical education (GME). In this manuscript, the authors perform a root cause analysis to determine the underlying reasons for continued norm-referencing in the context of the movement toward CBME. The root cause analysis consisted of 2 processes: (1) identification of potential causes and effects organized into a fishbone diagram and (2) identification of the 5 whys. The fishbone diagram identified 2 primary drivers: the false notion that measures such as grades are truly objective and the importance of different incentives for different key constituents. From these drivers, the importance of norm-referencing for residency selection was identified as a critical component. Exploration of the 5 whys further detailed the reasons for continuation of norm-referenced grading to facilitate selection, including the need for efficient screening in residency selection, dependence upon rank-order lists, perception that there is a best outcome to the match, lack of trust between residency programs and medical schools, and inadequate resources to support progression of trainees. Based on these findings, the authors argue that the implied purpose of assessment in UME is primarily stratification for residency selection. Because stratification requires comparison, a norm-referenced approach is needed. To advance CBME, the authors recommend reconsideration of the approach to assessment in UME to maintain the purpose of selection while also advancing the purpose of rendering a competency decision. Changing the approach will require a collaboration between national organizations, accrediting bodies, GME programs, UME programs, students, and patients/societies. Details are provided regarding the specific approaches required of each key constituent group.

Clinical history taking and physical examination are two of the most important competencies of physicians. In addition to informing diagnoses, these activities build rapport and establish relationships between caregivers and patients. Despite this, emphasis on the assessment of bedside clinical skills is declining. To prepare our students for clinical work, we began a clinical competency, personalised teaching programme in which students perform a history and physical examination in front of a master clinical teacher (MCT) approximately every 2 weeks throughout their core clerkship year. The MCT works with the student in a clinical encounter, providing personalised bedside instruction on all features of being a clinician including bedside manner, history-taking skills, physical examination skills, and clinical reasoning. The MCT then provides an assessment of student's competency development and gives feedback to the student about what they do well and where they have opportunities for growth. Assessment data are collected and tracked longitudinally across the clerkship phase to ensure that each student is progressing developmentally. With over 6000 observations of student performance, we are able to discern competency development and growth over time. We can identify if a student is not improving as expected during their clerkship phase and intervene by providing extra practice and training. This core clerkship teaching programme has been well received by both students and instructors and has led us to pilot this approach during the post-clerkship phase of our medical training.

IMPORTANCE Gaps in readiness for indirect supervision have been identified for essential responsibilities encountered early in residency, presenting risks to patient safety. Core Entrustable Professional Activities (EPAs) for entering residency have been proposed as a framework to address these gaps and strengthen the transition from medical school to residency. OBJECTIVE To assess progress in developing an entrustment process in the Core EPAs framework. DESIGN, SETTING, AND PARTICIPANTS In this quality improvement study in the Core EPAs for Entering Residency Pilot, trained faculty made theoretical entrustment determinations and recorded the number of workplace-based assessments (WBAs) available for each determination in 2019 and 2020. Four participating schools attempted entrustment decision-making for all graduating students or a randomly selected subset of students. Deidentified, individual-level data were merged into a multischool database. INTERVENTIONS Schools implemented EPA-related curriculum, WBAs, and faculty development; developed systems to compile and display data; and convened groups to make theoretical summative entrustment determinations. MAIN OUTCOMES AND MEASURES On an EPA-specific basis, the percentage of students for whom an entrustment determination could be made, the percentage of students ready for indirect supervision, and the volume of WBAs available were recorded. RESULTS Four participating schools made 4525 EPA-specific readiness determinations (2296 determinations in 2019 and 2229 determinations in 2020) for 732 graduating students (349 students in 2019 and 383 students in 2020). Across all EPAs, the proportion of determinations of "ready for indirect supervision" increased from 2019 to 2020 (997 determinations [43.4%] vs 1340 determinations [60.1%]; 16.7 percentage point increase; 95% CI, 13.8-19.6 percentage points; P <.001), as did the proportion of determinations for which there were 4 or more WBAs (456 of 2295 determinations with WBA data [19.9%] vs 938 [42.1%]; 22.2 percentage point increase; 95% CI, 19.6-24.8 percentage points; P <.001). The proportion of EPA-specific data sets considered for which an entrustment determination could be made increased from 1731 determinations (75.4%) in 2019 to 2010 determinations (90.2%) in 2020 (14.8 percentage point increase; 95% CI, 12.6-16.9 percentage points; P <.001). On an EPA-specific basis, there were 5 EPAs (EPA 4 [orders], EPA 8 [handovers], EPA 10 [urgent care], EPA 11 [informed consent], and EPA 13 [patient safety]) for which few students were deemed ready for indirect supervision and for which there were few WBAs available per student in either year. For example, for EPA 13, 0 of 125 students were deemed ready in 2019 and 0 of 127 students were deemed ready in 2020, while 0 determinations in either year included 4 or more WBAs. CONCLUSIONS AND RELEVANCE These findings suggest that there was progress in WBA data collected, the extent to which entrustment determinations could be made, and proportions of entrustment determinations reported as ready for indirect supervision. However, important gaps remained, particularly for a subset of Core EPAs.

11007 Background: We aimed to evaluate the outcomes and generalizability of a distance learning curriculum on intensity modulated radiotherapy (IMRT), a course developed for radiotherapy clinics across Africa and Latin America (LATAM) at no cost, as measured by a knowledge-based multiple-choice exam, learner self-evaluation, and open-ended feedback. Methods: Following needs identification studies, a curriculum entitled “IMRT 2.0” was created for an audience that included medical physicists, radiation oncologists, radiation therapists, and trainees. Volunteer educators delivered 27 hour-long sessions 1-2 times weekly for four months using video conferencing to African and LATAM programs in English and Spanish, respectively. Recordings and educational materials were shared following each session. Pre- and post-course multiple choice examinations were administered to LATAM participants, and pre- and post-course Likert scale self-evaluation and open-ended feedback were collected for both programs. Paired sample t-tests and chi-squared tests were performed for all available paired quantitative and categorical data, respectively. Pearson correlation coefficient, multivariate linear regression, and spline regression models were used to explore impact of course attendance on outcomes. Results: 25 centers across Africa (12 + 1 sister institution in Pakistan) and LATAM (12) were recruited, the majority (92%) of which were recently transitioning or planning to transition to IMRT, yielding a total of 332 enrolled participants. 27 sessions were delivered with a mean of 44 (std dev 22.5) and 85 (std dev 25.4) participants per session for the African and LATAM programs, respectively. Paired pre- and post-course data demonstrated significant improvement in both knowledge (n = 51, p <.001) and overall self-confidence (n = 85, p <.001). Synchronous participation did not predict greater score improvement or increase in self-confidence. Thematic analysis suggests that participants found great value in this course and look forward to future learning. Conclusions: A volunteer-driven course on IMRT is generalizable across regions in different languages and serves as an effective hub to arm participating centers with the knowledge and confidence they need to enhance patient care at their institutions. This benefit may propagate as participants become the next generation of trainers. Other fields and specialties aiming to reduce global health care disparities through training efforts could consider adopting this approach.

Purpose In 2014, the Association of American Medical Colleges defined 13 Core Entrustable Professional Activities (EPAs) that all graduating students should be ready to do with indirect supervision upon entering residency and commissioned a 10-school, 5-year pilot to test implementing the Core EPAs framework. In 2019, pilot schools convened trained entrustment groups (TEGs) to review assessment data and render theoretical summative entrustment decisions for class of 2019 graduates. Results were examined to determine the extent to which entrustment decisions could be made and the nature of these decisions. Method For each EPA considered (4–13 per student), TEGs recorded an entrustment determination (ready, progressing but not yet ready, evidence against student progressing, could not make a decision); confidence in that determination (none, low, moderate, high); and the number of workplace-based assessments (WBAs) considered (0–>15) per determination. These individual student-level data were de-identified and merged into a multischool database; chi-square analysis tested the significance of associations between variables. Results The 2,415 EPA-specific determinations (for 349 students by 4 participating schools) resulted in a decision of ready (n = 997/2,415; 41.3%), progressing but not yet ready (n = 558/2,415; 23.1%), or evidence against student progression (n = 175/2,415; 7.2%). No decision could be made for the remaining 28.4% (685/2,415), generally for lack of data. Entrustment determinations’ distribution varied across EPAs (chi-square P < .001) and, for 10/13 EPAs, WBA availability was associated with making (vs not making) entrustment decisions (each chi-square P < .05). Conclusions TEGs were able to make many decisions about readiness for indirect supervision; yet less than half of determinations resulted in a decision of readiness to perform this EPA with indirect supervision. More work is needed at the 10 schools to enable authentic summative entrustment in the Core EPAs framework.

Adaptive expertise represents the combination of both efficient problem-solving for clinical encounters with known solutions, as well as the ability to learn and innovate when faced with a novel challenge. Fostering adaptive expertise requires careful approaches to instructional design to emphasize deeper, more effortful learning. These teaching strategies are time-intensive, effortful, and challenging to implement in health professions education curricula. The authors are educators whose missions encompass the medical education continuum, from undergraduate through to organizational learning. Each has grappled with how to promote adaptive expertise development in their context. They describe themes drawn from educational experiences at these various learner levels to illustrate strategies that may be used to cultivate adaptive expertise. At Vanderbilt University School of Medicine, a restructuring of the medical school curriculum provided multiple opportunities to use specific curricular strategies to foster adaptive expertise development. The advantage for students in terms of future learning had to be rationalized against assessments that are more short-term in nature. In a consortium of emergency medicine residency programs, a diversity of instructional approaches was deployed to foster adaptive expertise within complex clinical learning environments. Here the value of adaptive expertise approaches must be balanced with the efficiency imperative in clinical care. At Mayo Clinic, an existing continuous professional development program was used to orient the entire organization towards an adaptive expertise mindset, with each individual making a contribution to the shift. The different contexts illustrate both the flexibility of the adaptive expertise conceptualization and the need to customize the educational approach to the developmental stage of the learner. In particular, an important benefit of teaching to adaptive expertise is the opportunity to influence individual professional identity formation to ensure that clinicians of the future value deeper, more effortful learning strategies throughout their careers.

Background The master adaptive learner (MAL) uses self-regulated learning skills to develop adaptive, efficient, and accurate skills in practice. Given rapid changes in healthcare, it is essential that medical students develop into MALs. There is a need for an instrument that can capture MAL behaviors and characteristics. The objective of this study was to develop an instrument for measuring the MAL process in medical students and evaluate its psychometric properties. Methods As part of curriculum evaluation, 818 students completed previously developed instruments with validity evidence including the Self-Regulated Learning Perception Scale, Brief Resilience Scale, Goal Orientation Scale, and Jefferson Scale of Physician Lifelong Learning. The authors performed exploratory factor analysis to examine underlying relationships between items. Items with high factor loadings were retained. Cronbach’s alpha was computed. In parallel, the multi-institutional research team rated the same items to provide content validity evidence of the items to MAL model. Results The original 67 items were reduced to 28 items loading onto four factors: Planning, Learning, Resilience, and Motivation. Each subscale included the following number of items and Cronbach’s alpha: Planning (10 items, alpha = 0.88), Learning (6 items, alpha = 0.81), Resilience (6 items, alpha = 0.89), and Motivation (6 items, alpha = 0.81). The findings from the factor analyses aligned with the research team ratings of linkage to the components of MAL. Conclusion These findings serve as a starting point for future work measuring master adaptive learning to identify and support learners. To fully measure the MAL construct, additional items may need to be developed.

The Core EPAs for Entering Residency Pilot project aimed to test the feasibility of implementing 13 entrustable professional activities (EPAs) at 10 U.S. medical schools and to gauge whether the use of the Core EPAs could improve graduates’ performance early in residency. In this manuscript, the authors (members of the pilot institutions and Association of American Medical Colleges staff supporting the project evaluation) describe the schools’ capacity to collect multimodal evidence about their students’ performance in each of the Core EPAs and the ability of faculty committees to use those data to make decisions regarding learners’ readiness for entrustment. In reviewing data for each of the Core EPAs, the authors reflected on how each activity performed as an EPA informed by how well it could be assessed and entrusted. For EPAs that did not perform well, the authors examined whether there are underlying practical and/or theoretical issues limiting its utility as a measure of student performance in medical school.

Copyright © by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited. Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a "work of the United States Government" for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not extend to the contributions of employees of the Federal Government.Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a "work of the United States Government" for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not extend to the contributions of employees of the Federal Government. Knowledge Syntheses in Medical Education: Examining Authors’ Gender, Geographic Location, and Institutional Affiliation

The explosion of medical information demands a thorough reconsideration of medical education, including what we teach and assess, how we educate, and whom we educate. Physicians of the future will need to be self-aware, self-directed, resource-effective team players who can synthesize and apply summarized information and communicate clearly. Training in metacognition, data science, informatics, and artificial intelligence is needed. Education programs must shift focus from content delivery to providing students explicit scaffolding for future learning, such as the Master Adaptive Learner model. Additionally, educators should leverage informatics to improve the process of education and foster individualized, precision education. Finally, attributes of the successful physician of the future should inform adjustments in recruitment and admissions processes. This paper explores how member schools of the American Medical Association Accelerating Change in Medical Education Consortium adjusted all aspects of educational programming in acknowledgment of the rapid expansion of information.