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Big news! I’ve been asked to join the faculty of the Stanford University School of Medicine’s course:
Medical Education in the New Millennium:
Innovation and Digital Disruption
This is a huge honor, of course, because Stanford is really pushing the concept of multidisciplinary and patient centered medical education in an awesome way. Here’s a little bit about the course, from the Stanford website:
This interdisciplinary course features talks from thought leaders and innovators from medical education, instructional design, cognitive science, online learning, and emerging technology. Over the course of eleven weeks, we’ll consider how to build educational experiences that address the unique learning preferences of today’s Millennial medical students and residents.
As the volume of new medical knowledge outpaces our ability to organize and retain it, how might educators disrupt outdated practices through thoughtful use of technology and learning design? How might MOOCs, social media, simulation and virtual reality change the face of medical education? How might we make learning continuous, engaging, and scalable in the age of increasing clinical demands and limited work hours?
Joining the conversation will be experts from all health care and education stakeholder domains, including patients, and students from nursing, medicine and engineering sciences.
Leading up to my lecture in November, I’ll be posting a series here on the blog intended as a resource for students in this course. Specifically, we’ll be discussing the psychology surrounding decision making behavior, and how we can best integrate decision support to enhance patient safety culture. I hope you’ll enjoy it!
As we all think about the changing face of medical decision making, from “doctor knows best” to a shared approach, what do you think are the most critical elements of patient-centered medical decision making?