Tag: AMEE23
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Symposium – Artificial intelligence and health professions education
These notes are less about what was presented and more about my own thoughts that were sparked as I listened to the session. The panel members included: We need to make sure that we’re not holding up human intelligence as some kind of peak in the intelligence landscape. AI will exceed the computational ability of…
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Symposium – Beyond thinking fast and slow: Theories informing teaching and assessment of clinical decision-making and error
in Conferenceaffordance, ai, AMEE, AMEE23, artificial intelligence, bais, chunk, clinical reasoning, cognitive debiasing, collective intelligence, diagnosis, diagnostic error, distributed cognition, dual-process theory, ecological psychology, embodied cognition, error, extended mind, illness schema, illness script, information, philosophy of mind, reasoning, situated cognition, system 1, system 2, technology affordance, transtheoretical modelThis is going to be a long post, as it includes an expansion of the notes I took during this symposium. It’s hard to draw a bright line between the presentation content and my extended notes, so I think it’s fair to say that what’s presented below isn’t an accurate description of what was presented.…
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Stop taking notes on your phone
I can’t believe how many people I’ve seen taking notes on their phones at this conference. Surely they must realise how inefficient this is? Laptops are better. Tablets with a keyboard also work. Or seriously, use a notepad and pen.
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Surprised at how little we’re talking about AI in #meded
I’ve been surprised at how little we’re talking about AI at the conference. I know that I can get sucked into a bubble, where all of my attention is taken up by what’s coming through my feed. But, even taking this into consideration, I’d expected a lot more conversation around AI at AMEE. When it…
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KeyLIME podcast
I saw Jonathan Sherbino at the conference yesterday, and was reminded of the excellent KeyLIME podcast. You should definitely check it out.
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A few thoughts on note-taking during conference presentations
When I take notes at a conference, I try to think of it as if I’m having a conversation with the presenter. My comments on the presentation will often initially be in the form of a question, which I then try to answer. The presenter says something that sparks a train of thought in my…
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Who is responsible for building the software stack we use in higher education?
There was an interesting conversation in one of the sessions I attended, after a participant asked who is responsible for building the software we use in higher education. Universities aren’t in the business of building software, so it seems reasonable to think that we’re not going to do this well. Companies and organisations are designed…
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A culture of iterative improvement in healthcare
Lucas, B., & Nacer, H. (2015). The habits of an improver: Thinking about learning for improvement in health care. Health Foundation. For several decades we have known about the importance of education which builds improvement capability. But, looking across the professions and occupations that plan and deliver health and social care services in the NHS,…
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Evolving and disrupting disciplinary technology and pedagogical technology
People seem happy to accept that their disciplinary technologies and processes evolve and are disrupted over time, but they’re less happy to accept that their pedagogical technologies and processes need to evolve and be disrupted at the same time.
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Specifics of digital infrastructure matter less than your process
I’ve seen a few sessions at the conference, where I felt like there was too much of an emphasis on the specifics of the technology being used. For example, talking about how we can use Twitter (or LinkedIn, or YouTube, or TikTok) to build community. This can’t be the point. Because tomorrow there’ll be different…
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‘Thinking about’ vs ‘participating in’ the curriculum
There were some interesting ideas around shifting the learner paradigm to one where they’re participating in the curriculum, rather than merely thinking about it. When students think about the curriculum, the focus tends to be on the content we’ve included (what they’re learning). However, a paradigm shift towards participation might get them thinking more about…
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Posters at AMEE
in ConferenceI can’t believe that this is what constitutes a conference ‘poster’. We should be ashamed that we’ve gone along with this madness.
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It depends
in ConferenceThe answer to the question, “Is Technology X good for achieving Outcome Y?” is always, “It depends”.
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Technology that includes…
in ConferenceOne of the things I found most frustrating about today’s sessions on TEL, was the uncritical position taken by many (most?) of the presenters. While they talked about the challenges faced when using technology, I don’t remember anyone talking about how technology might actually be bad. If technology can be used to include, it can…
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A criticism of the #meded community
In my experience, the #meded community suffers (a lot) from a Not Invented Here bias, where research findings from outside the community are ignored. Or maybe they’re simply assumed not to exist. Or probably, there’s an acknowledgement of their existence but a belief that, because the research wasn’t done in the context of medical education,…
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History and development of ALiEM
Teresa Chan presented on the history and development of the Academic Life in Emergency Medicine (ALiEM) community. I first came across this group through the KeyLIME podcast, although I’m not quite sure how / if Teresa was involved at all. Teresa made some useful comments about the practical challenges of building and growing a learning…
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Tao Le: OER as part of a curricular ecosystem
I enjoyed this presentation by Tao Le, on a system of modular curricular components that can be put together a bit like Lego bricks. I especially liked the presentation because I saw some parallels with my own thoughts about building an open-source, hackable, curriculum. “Humans are built to share” (or something like that). The work…