Insights from education research

Key learnings for faculty

 Generative AI: Responsible integration

A recurring theme throughout the conference was the great potential and the rapidly increasing adoption of generative AI among learners and, to a growing extent, faculty. While both groups are embracing these technologies, they often use them in different ways and therefore require different forms of support.  Faculty should focus not only on how to use AI tools effectively, but also on how to teach learners to critically evaluate AI-generated outputs, question underlying assumptions, identify limitations, and verify information against established evidence. 

 
Authentic assessment in the AI era

Several sessions highlighted the need to rethink assessment strategies in a world where learners can readily access AI-generated answers. Rather than focusing solely on correct responses, faculty should increasingly ask learners to justify their reasoning, critique recommendations, and reflect on their decision-making process. While foundational knowledge remains essential, clinical reasoning, sound judgment, and evidence-informed decision-making are what ultimately distinguish competent healthcare professionals.
Faculty must therefore help prevent both deskilling among experienced practitioners and never-skilling among learners who may become overly reliant on AI without developing robust clinical reasoning capabilities.

 
Making digital tools and new technologies relevant to practice

Learners are most engaged when educational activities reflect authentic clinical challenges and support tasks they encounter in everyday practice. It is therefore essential that faculty introduce new digital solutions or technologies that mirror current clinical practice and focus on the underlying reasoning process rather than the technology itself. It is also recommended to have adequate technical support and orientation for learners before the teaching activity takes place.

 
The importance of non-technical skills

While surgical education traditionally emphasizes technical competence, there is widespread recognition that non-technical skills such as communication, teamwork, leadership, and situational awareness are equally critical for patient safety. It is therefore essential that every teaching encounter offers an opportunity to discuss not only the technical aspects (what was done), but also how teams functioned, how decisions were made, and how communication influenced outcomes. 

 
Humanizing medicine in a digital world

As technology becomes increasingly integrated into healthcare and education, preserving the human dimension of medicine becomes even more important. Faculty play a critical role in fostering empathy, professionalism, teamwork, communication, and patient-centered care while preparing learners to work effectively in a technologically advanced and globally connected healthcare environment. 

 
Diversity, Equity, Inclusion (DEI), patient involvement, and wellbeing

A recurring theme was the growing recognition that effective healthcare education must prepare learners to care for increasingly diverse patient populations. There was also considerable attention on learner and clinician wellbeing, burnout prevention, and the importance of mentoring relationships in supporting professional growth and resilience. Faculty play a critical role in creating inclusive and supportive learning environments. This includes integrating diverse patient perspectives into teaching, promoting open and respectful discussion, and creating a learning environment in which all learners feel comfortable engaging and sharing their views.  Faculty can also support wellbeing by fostering psychological safety, providing constructive feedback, acting as mentors and role models, and recognizing that professional development extends beyond technical competence.