Continuing COVID-19 research, other emerging disease threats, and questions about just when the next pandemic may strike as well as concern over the nation's preparedness for it are still top of mind for many healthcare professionals. But in a field where emergencies happen daily, and drastic changes can occur overnight, will these unceasing aspects translate into medical education curriculums fast enough? 

Artificial intelligence is one way to help, some experts say. The technology's use is booming across several industry sectors including healthcare, where it holds promise of improving workflows, diagnoses, educational simulations and more. 

To keep pace with the continually evolving field and new technology supporting it, medical leaders told Becker's that it is imperative for medical education to keep pace. 

Here's what curriculums should prioritize in 2024, according to experts:

Cristy Page, MD. Executive Dean at the University of North Carolina School of Medicine and chief academic officer of UNC Health (Chapel Hill): They are living in a time of rapid scientific discovery and technological advancement. Students need to learn to embrace and lead through change to better the health of their patients and to enable a fulfilling career in medicine. One current example is the use of AI in medicine. As educators, they must ensure that their students understand how to utilize it most effectively in practice and are aware of the latest trends in this area. At the same time, they are actively working with counterparts across their university to establish policies and protocols for the use of AI by students in their coursework.

Adele Webb, PhD, RN. Executive Dean of Healthcare Initiatives for Strategic Education (Herndon, Va.):: As they move into the future, medical education must adjust training to the rapid changes in healthcare. There must be increased focus on how augmented intelligence and virtual reality can be used to safely support health care delivery and train practitioners. As more care is shifting into home and outpatient settings, clinical experiences must adapt to the new realities. And given concerns for the future of general practitioners, students should be educated on the value, satisfaction and importance of a general practitioner role.

Janelle Sokolowich, PhD, MSN. Academic Vice President and Dean of the Leavitt School of Health at Western Governors University (Salt Lake City): In the future, I think nursing will continue to have more integration of virtual reality simulations. So far, with [the implementation of] their simulation experience, we've found that one part of simulation that does really well is building the self-confidence in students' abilities. … They know that they have to continue to build confidence in order to build clinical decision-making ability.

Keith Mueller, PhD. Director of the Rural Policy Research Institute and the Health Management Policy Department at the University of Iowa (Iowa City): There are models in some programs that could be more widely adopted. These are changes in both the content and modality of education that would better prepare physicians as co-leaders of person-centered medical homes functioning under new payment models.

1. Including instructional material focused on the evolution of payment from volume-based to value-based methodologies will better prepare physicians to understand reasons for pressures to understand patient needs for services beyond those offered in the clinic. I’m thinking of asking physicians to refer patients to other services, sometimes with a formal prescription… Training in public health, changes in delivery modalities (including hospital-at-home), and finance (increased income for the clinic or other healthcare organization related to measures of health) will be needed as part of the medical curriculum.
2. Increase contact hours during medical education that are undertaking in interprofessional training. Physicians need to collaborate with other members of patient-centered teams (including social workers, public health workers, and administrators) in order to optimize results for the persons (patients) they serve.
3. Include a variety of opportunities in experiential learning that include serving different population groups (including historically underserved) and in different settings (including rural clinics and hospitals). The degree to which institutions move learning sites out of the immediate environment of the medical school can, and should, vary given the mission of the institution. Having said that, they should encourage those institutions with missions to serve entire states to develop site-specific training to meet the needs of all residents of their states.

Responses have been edited for clarity and length.

Like what you see? Some of the executives featured in this article will speak at the 14th Annual Meeting in Chicago! Hospital and health system leaders, click here to apply for a complimentary badge. Interested in exhibitor or sponsorship opportunities to connect with 3,000+ hospital and health system leaders? obtain the prospectus here.

By Vinay Singh 

The transformative impacts of the COVID-19 pandemic have catalysed a profound reconsideration of traditional pedagogical approaches in medical and engineering education. As they stand on the cusp of 2024, the educational landscape of these disciplines continues to evolve, forging new paths and paradigms in response to the challenges and opportunities brought forth by the pandemic.

Enhancing adaptive exercise in medical education

The year 2023 was marked by a paradigm shift in medical education. Beyond cultivating adaptive expertise, educators emphasised interdisciplinary learning models, fostering collaboration between medical students and diverse fields such as psychology, sociology, and technology. Looking forward to 2024, the trajectory anticipates an evolution towards immersive, team-based learning modules. These modules aim to nurture a holistic understanding of healthcare challenges, preparing future professionals to tackle complex health issues through a multifaceted approach.

The advent of telemedicine and remote care, accelerated by the pandemic, has significantly altered clinical training methodologies. Real-time simulations and virtual patient encounters have become integral, ensuring that the next generation of healthcare professionals is adept at utilising technology to deliver patient-centred care efficiently.

Fostering creativity and innovation in medical education

Building upon the progress of 2023, engineering education in 2024 is projected to witness an intensified focus on sustainable design and technological innovation. Curricular revisions are underway to integrate environmental and social considerations, shaping engineers who possess not just technical acumen but also a profound sense of responsibility towards global challenges like climate change and societal equity.

Collaborations between academia and industry are gaining traction, offering students hands-on experience in real-world problem-solving. Industry-driven projects, internships, and mentorship programs are poised to further nurture students’ entrepreneurial spirit and problem-solving capabilities.

Navigating challenges and embracing opportunities 

2024 presents educational institutions with the challenge of recalibrating assessment methodologies. The need to evaluate competencies beyond academic achievements, including adaptability, emotional intelligence, and ethical decision-making, is becoming increasingly recognized. This shift aims to offer a more comprehensive evaluation of a student’s preparedness for the dynamic professional landscape.

Moreover, the evolution of digital tools in education transcends mere access; it aims to enhance learning experiences. Virtual laboratories, AI-driven adaptive learning systems, and augmented reality applications are revolutionising the way students engage with complex concepts, creating immersive and interactive learning environments that foster deeper understanding and retention of information.

Emerging trends and future outlook

Looking beyond 2024, the convergence of medical technologies and engineering innovations is expected to drive groundbreaking developments in healthcare. The interdisciplinary collaboration between medical and engineering disciplines is foreseen to unlock novel approaches in biotechnology, nanomedicine, and bioengineering, propelling the field towards new frontiers.

The global shift towards personalized and preventive healthcare models is poised to shape future educational landscapes. Courses integrating predictive analytics, genomics, and bioinformatics into medical and engineering curricula are anticipated to prepare professionals for a future centered on individualized patient care and disease prevention.

In conclusion, the future of medical and engineering education stands at the confluence of innovation, adaptability, and ethical responsibility. As they approach 2024 and beyond, these fields are not merely adapting but pioneering transformative changes. They are poised to lead the charge in shaping a more resilient, innovative, and socially conscious future, forging a path toward excellence in education and practice.

The author is the Executive Director and CEO, Thomson Digital and mp;amp;I

AI Integration in the Fight Against Age-Related Macular Degeneration

Wen Hwa Lee

In this interview, Wen Hwa Lee, CEO, and Chief Scientist at Action Against Age-Related Macular Degeneration (AAAMD), offers an enlightening perspective on merging AI with ophthalmology to forge new paths in healthcare and drug discovery.

University of South Florida College of Engineering Dean Robert H. Bishop has been named a Fellow of the Institute of Electrical and Electronics Engineers (IEEE), one of the world’s most prestigious technological societies. He is also a Distinguished University Professor in the Department of Electrical Engineering and the founder and former president and CEO of USF’s Institute of Applied Engineering.

Recognized by the IEEE for his distinguished contributions to engineering education, Dr. Bishop is one of the leading and pioneering architects of the core curriculum for undergraduate engineering education in control theory. He is the author of the definitive undergraduate textbook Modern Control Systems, now in its 14th edition, and Learning with Labview, a foundational textbook bridging the gap between theory and practice.

He contributed pioneering and transformative advances to the mechanics and control of flight, particularly for spacecraft. His pioneering work helped significantly advance the U.S. space program through his technical innovations for guidance, navigation and control systems for the early NASA space shuttle and space station programs, and later pioneering advancements in precision navigation and landing capabilities for NASA’s ALHAT Project (Autonomous Landing Hazard Avoidance Technology). He is also a specialist in the area of systems theory, guidance and navigation, and control of spacecraft, including small satellites and unmanned aerial vehicles, and guidance for planetary precision landings.

His state-of-the-art work in aerospace control systems and electrical engineering has been sponsored by numerous funding agencies including NASA, Draper Labs, Air Force, US Special Operations Command (USSOCOM), and industrial technology leaders, including Oerlikon-Contraves, Boeing, NEC, Lockheed Martin, and National Instruments. 

As Dean, he played a key role in founding the Department of Medical Engineering, the first joint department between USF’s Morsani College of Medicine and College of Engineering. Since its inception in 2016, the department has established a biomedical engineering major accredited by the ABET (Accreditation Board for Engineering and Technology) and grown to more than a dozen full-time faculty and staff.