How will AI transform what it means to be an expert healthcare professional? This session encourages us to challenge conventional thinking about clinical expertise as AI increasingly participates in diagnosis, treatment planning, and patient care.

Drawing on theories of adaptive expertise and distributed cognition, we'll explore how the foundations of healthcare education need to evolve beyond knowledge accumulation and practiced skills. Instead of simply training clinicians to compete with AI on recall and pattern recognition, how might we prepare them to collaborate effectively with intelligent systems?

We'll investigate what uniquely human capabilities become more valuable in healthcare—empathy, ethical reasoning, and complex decision-making—and how these integrate with AI capabilities. What does this mean for curriculum design, assessment strategies, and clinical teaching?

Join the conversation to explore how health professions educators can prepare the next generation for a world where expertise extends across human-AI partnerships, and where effective patient care emerges from the thoughtful orchestration of both human and artificial intelligence.

Presenter: Jordan Holmes is the Senior Manager of Teaching, Learning & Technology at the Centre for Teaching Support and Innovation at the University of Toronto, and is a PhD candidate in the Health Professions Education Research stream at the Institute of Health, Policy, Management and Evaluation. Jordan’s research interest focuses on exploring team adaptive expertise through the lens of distributed cognition. Jordan has extensive experience in technology and simulation-based health professions education, including instructional design, faculty development, and education technology implementation. Jordan has a Bachelor’s Degree in Electrical Engineering from McMaster University, a Master’s Degree in education and Digital Technologies from Ontario Tech University, and a clinical and teaching background in Nuclear Medicine and Molecular Imaging Technology.

Building Optimal Outcomes from Successful Teamwork

We are offering an innovative foundational team-based care workshop in a virtual synchronous interactive format with an aim to improve interprofessional collaborative practice for clinical and project teams across organizations.  We welcome interprofessional team members to come together to work collaboratively on their teamwork or individually to bring learnings back to their team.  To optimize collaborative learning, we utilize virtual large group reflections, small group breakout discussions, video team simulation and best practices in virtual team facilitation.  Teams in all areas of health care are striving to provide collaborative models of care that optimize patient outcomes and experiences, particularly with the challenges and silver lining of a COVID-19 impacted system.  This is an opportunity to enhance the collaborative practice environment for all staff and students. 

Objectives:

By the end of this workshop, participants will be able to:

• Apply interprofessional competency-based tools to optimize communication, conflict and performance for virtual and non-virtual teams

• Demonstrate a climate of psychological safety and team functioning in virtual and non-virtual interactions and meetings

• Reflect on and develop an action plan for improving quality, safe team-based care in your context

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Registrations close Friday, November 15th, 2024

For more information, visit the Boost!Workshop site or contact Professional Lead, Belinda Vilhena

About the Presentation: Student belonging in times of changes

Belonging has captured the imagination of educators, researchers and policy makers in the academy. The isolation of the pandemic, appeals to equity and wellness, technological acceleration and widening access have contributed to the resurgence of interest in student belonging post-pandemic. And for good reason. Belonging is linked to positive self-perceptions of social acceptance, academic success, persistence and internal motivation, and is considered to protect medical students, at least in part, against stress and burnout. In this talk I will interrogate the concept of belonging from alternate theoretical perspectives, and present research with under-represented in medicine students as well as with higher education students in online learning. This work shows the complexity of researching belonging and the tensions that exist between desires to fix and foster an abiding ‘sense of belonging’, and the ways in which individuals experience belonging in multiple, affective and material ways.

About the Presenter: Rola Ajjawi

Rola is Professor of Medical Education in the Department of Surgery and Scientist at the Centre for Health Education Scholarship, at the University of British Columbia where she leads several programs of research into feedback and workplace learning cultures, student failure and success, and latterly belonging in health professions education. Her research has attracted over $ 3.5 million in funding. Rola is Deputy Editor of the journal Medical Education and chair of the International Association for Health Professions Education (AMEE) Research Committee. She was awarded a Karolinska Institutet Fellowship in 2021 for excellence in medical education research. She is the lead guest editor of a special issue of Teaching in Higher Education: Reconsidering the Role of Authenticity in Assessment in Higher Education and is editing a virtual special issue of the journal Medical Education on Gender Equity in Health Professions Education.

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About the Presentation: How can supervision and workplace-based learning support the development of novices’ adaptive practices?

Lifelong learning is a crucial aspect of junior doctors’ transition into the workplace. As a result, preparation for future learning has become a significant topic in Medical Education in recent years. In this context, the concept of Adaptive Expertise has gained traction. This concept describes how we apply our knowledge and what we can do when faced with new and unfamiliar situations, which are common during transitions. This talk will aim to provide participants with a fundamental understanding of Adaptive Expertise. Additionally, it will explore how workplace-based learning can promote adaptive practices that prepare physicians to effectively handle new situations and knowledge.

About the Presenter: Maria Louise Gamborg
Maria Louise Gamborg is a clinical psychologist with training in geriatric psychiatry. She holds a PhD from Aarhus University in Denmark, where she explored how young doctors make decisions regarding geriatric patients in the workplace. Specifically, her research focuses on how novice doctors use adaptive practices when dealing with unfamiliar or challenging tasks. Since 2023, she has been working as an Assistant Professor at Aarhus University, where her research is focused on applying the findings from her PhD to workplace-based learning and how we can develop expert adaptive skills through simulation-based training.

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