SACME Virtual Journal Club March 2024

Wednesday, March 27 from 3:00pm - 4:00pm Central Time

Free for SACME Members / $30 Non-Members

Session Overview

Join us for this interesting and timely session, the third in a series focused on the developing capabilities and questions related to the use and place of artificial intelligence (AI) in medical education, faculty development and scholarship.

As noted in previous sessions, the growth of AI has many implications for health professions education. Here we will focus on how AI will change scholarship relevant to research on how physicians maintain expertise in practice.  We know the data landscape will change; the specific research methods will change; and the implementation of research findings will change.  What will not change is the imperative to keep up.  How will we?  Our discussion will lean on some core conceptualizations of what it is to do research and scholarship more generally with an understanding that it is not going to be easy. 

In this session of our virtual journal club, our presenter, Dr. Pusic who has a research role at the ABMS, will lead us in a discussion of AI’s role in scholarship related to expertise maintenance.

As always, we welcome your thoughts and perspectives.

Presenters

Martin V. Pusic, MD, PhD, FABP, FRCPC

Director, Research and Education Foundation, American Board of Medical Specialties

Senior Associate Faculty, Boston Children's Hospital

Associate Professor of Pediatrics & Emergency Medicine, Harvard Medical School

Past President, Society for Directors of Research in Medical Education

Scholar-in-Residence, Brigham Education Institute

Host & Facilitator

 Mila Kostic, CHCP, FACEHP

Primary References and Pre-Reading

Pusic, M., Crampton, P.E.S. and Eva, K.W. (2024), Embracing the future: Technological developments and sustainability in health professional education. Med Educ, 58: 2-4. https://doi.org/10.1111/medu.15257

Pusic MV, Ellaway RH. Researching models of innovation and adoption in health professions education. Med Educ. 2024; 58(1): 164-170. doi:10.1111/medu.15161