Mayo Clinic Educator's Central

Co-Creating Care: Lessons from the Stage (EP:44) With Marco Antonio de Carvalho Filho, MD, PHD If medical education is meant to prepare people for the emotional realities of patient care, what might change if we taught students not only to do the work, but to fully inhabit the person they are becoming while doing it? Join host Stacy Craft, and guest Professor Dr. Carvalho Filho, as we explore an unexpected but deeply powerful intersection: the meeting of theater and medical education. Dr. Marco shares how the traditions of the stage, presence, imagination, emotional awareness, and co-creation, offer transformative possibilities for how we train future clinicians. Through stories of working with actors, facilitating embodied learning, and creating safe spaces for vulnerability, he reveals how theater can move education beyond checklists and simulations into something far more human. We discuss why presence matters more than prescribed communication “skills,” how students can reclaim their identities while learning to care for others, and why cultivating joy, curiosity, and emotional resilience may be essential to the health of both clinicians and the profession itself. From co-constructed simulations to long-form theatrical workshops, this episode invites us to rethink what meaningful learning and meaningful care can look like. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editing: Celina Bertoncini Additional Resources: Medical Education Empowered by Theater (MEET)Batista, M. P., & Rios, I. C. (2020). Medical education empowered by theater: The MEET model. Academic Medicine, 95(4), 578–583. https://pubmed.ncbi.nlm.nih.gov/32134785/ Curtis, F., Lamont, Z., & Waldman, O. (2024). Zoom improv is accessible and enhances medical student empathy: A randomized controlled study. BMC Medical Education, 24, Article 6017. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06017-6 Vigone, G., et al. (2025). Medicine at theatre: A tool for well-being and health-care education. BMC Medical Education, 25, Article 6793. https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-025-06793-9.pdf Sato, B., & Pinho, V. (2020). Forum theatre as a teaching strategy in health care education. BMC Medical Education, 20, Article 1965. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-1965-4 Rzepka, M., & Jagielski, P. (2025). Investigating the influence of role-playing on empathy and perspective-taking in medical learners. Perspectives on Medical Education, 14(1). https://pmejournal.org/en/articles/10.5334/pme.1482 Song, H. J., & Lee, S. (2025). Could empathy be taught? A systematic review of empathy training in medical education. Journal of Medical Systems, 49, Article 2144. https://link.springer.com/article/10.1007/s10916-025-02144-9 Thompson, R., & Vyas, K. (2024). The effectiveness of immersive virtual reality in teaching empathy to health-care students. Virtual Reality, 28, 1019–1032. https://link.springer.com/article/10.1007/s10055-024-01019-7 Shapiro, J., Morrison, E., & Boker, J. (2011). Using medical humanities to teach empathy to medical students: A scoping review. Journal of General Internal Medicine, 26(8), 981–987. https://pubmed.ncbi.nlm.nih.gov/21268921/

Aligning Person and Profession: The Work of Identity Formation in Medical Education—and Beyond (EP:43) With Joke Fleer What if the future of medicine depends not just on what learners know—but on who they are becoming? In this thought-provoking episode we sit down with psychologist and medical education expert Joke Fleer to explore the invisible but powerful process of professional identity formation. From the unspoken cultural norms that shape future physicians, to the risks of unchecked assumptions, Fleer unpacks how reflection, self-awareness, and safe learning spaces can help learners stay true to themselves while stepping into demanding professional roles. Whether you’re in healthcare, education, or any high-pressure field, this conversation offers insights that go far beyond the clinic. Discover why reflection isn’t just a soft skill, and why grading it might be missing the point entirely. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editing: Celina Bertoncini Additional Resources Vaa Stelling BE, Andersen CA, Suarez DA, Nordhues HC, Hafferty FW, Beckman TJ, Sawatsky AP. Fitting In While Standing Out: Professional Identity Formation, Imposter Syndrome, and Burnout in Early-Career Faculty Physicians. Acad Med. 2023 Apr 1;98(4):514-520. doi: 10.1097/ACM.0000000000005049. Epub 2022 Nov 1. PMID: 36512808. Fleer, J., Smit, M. J., Boer, H. J., Knevel, M., Velthuis, F., Trippenzee, M., de Carvalho Filho, M. A., & Scholtens, S. (2025). An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171. Medical Teacher, 47(4), 580-588. https://doi.org/10.1080/0142159X.2024.2387809 Scholtens, S., Barnhoorn, P. C., & Fleer, J. (2023). Education to support professional identity formation in medical students: guiding implicit social learning. International journal of medical education, 14, 19-22. https://doi.org/10.5116/ijme.63f3.ddcb SCOPE | SCOPE – Expertise centre for personal development | University of Groningen  SCOPE’s Substack | Substack  

EDU Central REDUX –Building Memory with Science and Senses – Put on Your Thinking Cap (EP:42) With  Stella Collins, MSc. This month, we are revisiting a classic episode from 2021. Creating effective learning can be complicated – from our biology to our environment, there are a lot of elements that influence outcomes. And how can we get our learners curious anyway, especially in our increasingly digital spaces? Grab a hat and put it on (we mean it…. we’ll wait while you go get it)  because in this episode, celebrated author and science-based learning thinker, Stella Collins, joins Stacy Craft to explore learning and the brain, memory, the powers of sensory experiences, avoiding stagnation, community, and why there is a group of people who think “Brains!” when they bite into a bar of chocolate. We also take time to unpack the LEARNS strategy for designing and providing education that people will remember. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Additional Resources: Stellar Labs Resources 6 Tricks to Making Learning Sticky!  LEARNS Teacher Centered Vs Learner Centered Nine Things Educators Need to Know About the Brain BASIC & LEARNERS Mnemonic/Acronyms Articles Benjamin C. Ingman (2019) Novelty and educational experience, The Curriculum Journal, 30:1, 69-90, DOI: 10.1080/09585176.2018.1564684 Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in psychology, 8, 1454. Roumell, E. A. (2019). Priming adult learners for learning transfer: Beyond content and delivery. Adult Learning, 30(1), 15-22. Videos The Neuroscience of Learning – Bruce McCandliss Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank Stellar Labs Take 5 Video Channel

EDU Central REDUX – Revisiting Problem Based Learning and Team Based Learning – Your New Educational Super Strategy (EP:41) With Diana Dolmans, PhD. This month, we are revisiting a classic episode from 2020.  With the continued evolution of emerging technology and the power that AI to help invigorate frameworks like problem based learning, we need to be ready to leverage insights from educational science in ways that can be collaborative and transformative. From workplace training to higher education settings, team based small group activities around problems are a staple. However, when we talk about the models of Team Based Learning vs Problem based Learning, how these interact, differ, where they come from, as well as how to implement them meaningfully, we can sometimes get lost. This can get especially complex when we move these strategies to a virtual environment. In this episode, Stacy Craft talks with esteemed Professor and researcher in the field of innovative learning arrangements Dr. Diana Dolmans from Maastricht University, the Netherlands to shed light on these complex topics as well as help us navigate new spaces that re-envision how we use these principles and translate them into practice. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Additional Resources Seven principles of effective case design for a problem-based curriculum Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study Problem Based Learning Stanford Commons

Revolutionizing Medical Education Through Pedagogy of Connection (EP:40) With Marco Antonio de Carvalho Filho, MD, PHD How can we create environments and opportunities where connections between educators, students, and meaning not only exists but thrives? Join host Stacy Craft, and guest Professor Dr. Carvalho Filho, as we uncover the power of authentic connections in revolutionizing both education and healthcare, through the transformative concept of the “pedagogy of connection” and its profound impact on medical education and patient care. We explore the critical importance of student-centered education for achieving patient-centered care and the vital role of emotional intelligence in building meaningful relationships with patients. Inspired by Paulo Freire’s educational philosophy, we also explore the need for education to develop critical consciousness and the ability to enact change. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editing: Celina Bertoncini Additional Resources: Cayres Ribeiro, L. M., & de Carvalho Filho, M. A. (2025). Exploring Untested Feasibilities: Critical Pedagogy’s Approach to Addressing Abuse and Oppression in Medical Education. Teaching and Learning in Medicine, 1–10. https://doi.org/10.1080/10401334.2025.2453809 de Carvalho Filho MA, Hafferty FW. Adopting a pedagogy of connection for medical education. Med Educ. 2025; 59(1): 37–45. doi:10.1111/medu.15486  Cavaleiro I, de Carvalho Filho MA. Harnessing student feedback to transform teachers: Role of emotions and relationships. Med Educ. 2024; 58(6): 750–760. doi:10.1111/medu.15264 Concepts Used by Paulo Freirehttps://doi.org/10.4300/JGME-D-21-00767.1

Tweetorials: Bridging Connections in Medical Education with Nano Learning (EP.39)  With Catherine S.W. Albin, MD How can we distill complex medical concepts into bite-sized, engaging content? What role does social media play in revolutionizing education? Can nano learning connect learners and foster a community of shared knowledge? Join host Stacy Craft and guest Dr. Catherine Albin, a neurointensivist and clinical educator at Emory University School of Medicine to delve into the innovative world of “tweetorials” and nano-learning, exploring how these bite-sized educational tools are transforming medical education and all education. Special Thanks to Dr. Andrea Leep Hunderfund Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editing: Celina Bertoncini Additional Resources: Albin, C. S., Ma, T., Pucci, G. F., Zelikovich, A. S., Lawson, E. C., Dhruva, N., … & Jones Jr, L. K. (2024). Education research: making a tweetorial fly: features of educational social media posts associated with high sharing and engagement. Neurology® Education, 3(4), e200160.  Anthony C. Breu, Hannah R. Abrams, Kimberly D. Manning, Avraham Z. Cooper; Tweetorials for Medical Educators. J Grad Med Educ 1 October 2021; 13 (5): 723–725. doi: https://doi.org/10.4300/JGME-D-21-00767.1 Luzón, M. J. (2024). “Come along for a tweetorial!”: Recontextualization strategies in biomedical publication-promoting tweetorials. English for Specific Purposes, 74, 132-148. Logan, M. S., & O’Banion, L. A. (2022). Webinars, podcasts, Tweetorials, oh my!. Journal of Vascular Surgery, 76(4), 853-854. Video: CardioNerds Academy Tweetorials Bootcamp with Dr. Tony Breu  

EDU Central REDUX – Revisiting Learning Styles – Unpacking the Myth 2020 (EP:38) With Tesia Marshik, PhD. To close out the year, we are revisiting a classic episode from 2020- because it feels important and timely.  With the rise of personalized learning and the power that AI to help us meet the dream of personalized learning, we are now, more than ever, ready to leverage insights from educational science in ways that can be helpful and not helpful.  Many new technologies have emerged promising to identify learner’s Learning Styles and customized learning experiences to align with learning styles. So, understanding the differences between learning styles, preferences, and their impact on learning has become crucial to creating more effective and personalized learning experiences. FROM 2020: Let’s talk about learning styles! The idea that we learn better in our “preferred learning style” is pretty pervasive and has become part of popular culture. Scores of consumer sites sell and promote various examples and models, urging people to “find your learning style”. But, is there any evidence to support this? As educators, do we have a duty to follow the science? Join Stacy Craft and Associate Professor of Psychology Dr. Tesia Marshik as they unpack the learning styles neuromyth, the culture around this popular idea, why it is harmful and how to persevere to create quality effective educational experiences that still allow learners to reflect on how they learn. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Additional Resources Sun, X. (2024). Debunking the Myth of Learning Styles: A Case for Evidence-Based Instruction and Communication. Intercom. The Myth of Learning Styles by Cedar Riener and Daniel Willingham Stop propagating the learning styles myth by Paul A. Kirschner Learning Styles as a Myth – Yale University Daily Prompt: Learning Styles Videos: https://youtu.be/NvM4mnEIxuQ – The Myth of Individual Learning Styles with Dr. Robert Bjork Learning Styles and the importance of critical self-reflection with Tesia Marshik – TEDxUWLaCrosse – https://youtu.be/855Now8h5Rs Books: How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, Richard E. Mayer Make It Stick: The Science of Successful Learning by by Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel  

Co-Occurrence #13 – Revisiting and Reexamining a Year of Insights and Innovations: A Retrospective (EP.36)  With Multiple Guests In this special episode, host Stacy Craft, revisits and reexamines the enduring themes from the limited series “Co-Occurrence” which focuses on the intersection between education., artificial intelligence, and emerging technologies. Over the past year, we’ve had the privilege of hosting incredible guests who shared their insights and expertise. In this episode, we’ll highlight pivotal moments, discuss overlapping concepts, and revisit some of the most inspiring conversations. Although “Co-Occurrence” is taking a break as a self-contained series, Mayo Clinic Educator’s Central remains committed to exploring the important discussions around artificial intelligence in education and emerging technologies. Expect these topics to be seamlessly integrated into our future episodes as these technologies evolve from novel innovations to standard practices in our work and daily lives. This episode is the thirteenth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Co-Production: Grazyna Drzazga Audio Edit Support: Jaquan Leonard    

Co-Occurrence #12 – Empathy and Algorithms: AI’s Role in Social-Emotional Learning (EP.35) With Priten Shah, M.Ed. Have you ever wondered how artificial intelligence is impacting your social and emotional skills? In this episode, we delve into the fascinating intersection of AI and social-emotional learning. Join host Stacy Craft  and guest Priten Shah, an author and educator, as they explore how AI can compliment, confuse, recognize, interpret, and respond to human emotions. Discover the potential of AI to enhance emotional growth and understanding in educational settings, and the considerations that come with it. This episode is the twelfth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Edit Support: Jaquan Leonard Additional Resources: Priten Shah Website https://pritenshah.com/ AI for Education: 6 Strategies for Using AI for Social-Emotional Learning Examining the association between emotional intelligence and chatbot utilization in education: A cross-sectional examination of undergraduate students in the UAE Mosleh, Sultan M. et al. Heliyon, Volume 10, Issue 11, e31952 Roth, C. G., Eldin, K. W., Padmanabhan, V., & Friedman, E. M. (2018). Twelve tips for the introduction of emotional intelligence in medical education. Medical Teacher, 41(7), 746–749. https://doi.org/10.1080/0142159X.2018.1481499 Y. Liu, B. Zoghi (2024) AI-POWERED STRATEGIES FOR ALLEVIATING GRADUATE STUDENT BURNOUT THROUGH EMOTIONAL INTELLIGENCE AND WEARABLE TECHNOLOGY, EDULEARN24 Proceedings, pp. 3041-3049. https://doi.org/10.21125/edulearn.2024.0809  

Co-Occurrence #11 – From Neurons to Networks: Understanding the Biology of Learning and Artificial Intelligence Parallels (EP.34) With Barbara Oakley, Ph.D  Our brains are the center of learning acquisition, so understanding the biological neuroscientific processes behind learning is essential to all educators and learners. These processes are mirrored in artificial intelligence models. Understanding the process of both the human mind and the AI mind can help educators craft successful strategies for when and how to leverage emerging educational technologies.  Distinguished Professor of Engineering at Oakland University and author Dr. Barbara Oakley joins host Stacy Craft for a compelling exploration on how learning works, the biology behind our learning processes and the ways that AI is mimicking the neuro processes of organic learning. This episode is the eleventh installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Special thanks to MaryAnne Nestor Audio Edit Support: Jaquan Leonard Additional Resources: Barbara Oakley Website – https://barbaraoakley.com/ Oakley, B., & Sejnowski, T. J. (2021). Uncommon sense teaching: Practical insights in brain science to help students learn. Penguin. Quartz SR, Sejnowski TJ. Beyond modularity: Neural evidence for constructivist principles in development. Behavioral and Brain Sciences. 1994;17(4):725-726. doi:10.1017/S0140525X00036839 Ullman, M. T., & Lovelett, J. T. (2018). Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research, 34(1), 39-65. https://doi.org/10.1177/0267658316675195 B. Oakley, “Learning How We Learn: In an unlikely confluence, bioengineers are finding fertile ground in research and teaching about learning,” in IEEE Pulse, vol. 6, no. 2, pp. 37-41, March-April 2015, doi: 10.1109/MPUL.2014.2386574. keywords: {Learning systems;Biomedical engineering education;Psychology},  

Co-Occurrence #10 – Look Both Ways: Curbing Runaway Design and Healing Education’s Tomorrow (EP.33) With Carissa Carter, M.S. and Scott Doorley, M.A.  As educators we create, are subjected to, and engage with other people’s creations and intentions. We often assume that our values and intentions are going to automatically manifest in the way that we work with these creations and when we use other people’s creations. We assume that the outcomes of those creations are going to align with our intentions. But the things we design take on a life of their own, and if we aren’t thoughtful that can produce outcomes with effects we never intended. But. what if we took time to understand the past and the future of design? What if we used intentionality to design to heal? In our lives, in our curriculum, and in our technology? Stanford professors and authors of Assembling Tomorrow: A Guide to Designing a Thriving Future,  Carissa Carter and Scott Doorley, join Stacy Craft to explore these questions and beyond. This episode is the tenth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Edit Support: Jaquan Leonard Additional Resources: Doorley, S., Carter, C., & Stanford d.school. (2024). Assembling tomorrow: A Guide to Designing a Thriving Future Penguin Random House Assembling Tomorrow — Stanford d.school  

Co-Occurrence #9 – Enhancing the Human Touch: Artificial Intelligence, Healthcare Education, Adaptability, and Beyond (EP.32) With Raquel Correia, MD, MsED, MBA Create. Think. Feel. Grow. Connect. Humanize. Analyze. Engage.  What are the words we can use to encapsulate the crucial “must haves” for navigating and thriving in this new AI world? What do we need to consider and just what exactly does all of that look like?  Dr. Raquel Correia, a physician, educator, co-chair of the Technology Enhanced Learning Committee at AMEE, and technology thinker, joins Stacy Craft  on this episode to share her inspired insights, ideas, practices and concerns. Throughout the episode the discussion touches on the importance of maintaining the human element, the need for regulation and ethical considerations, and the potential for AI to improve personalized learning and increase access to education.  We also discuss the importance of critical thinking, adaptability, and a growth mindset in the face of rapidly changing technology. This episode is the ninth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Special Thanks to Elissa Hall, Ed.D. and Adria Hoffman Ph.D. Audio Edit Support: Jaquan Leonard Additional Resources: Blogs: It’s Time to Become an ML Engineer – Greg Brockman  How I Became a Machine Learning Practitioner – Greg Brockman Research/Scholarly Articles: Masters K. Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158. Med Teach. 2023 Jun;45(6):574-584. doi: 10.1080/0142159X.2023.2186203. Epub 2023 Mar 13. PMID: 36912253. Masters K, Correia R, Nemethy K, Benjamin J, Carver T, MacNeill H. Online learning in health professions education. Part 2: Tools and practical application: AMEE Guide No. 163. Med Teach. 2024 Jan;46(1):18-33. doi: 10.1080/0142159X.2023.2259069. Epub 2024 Feb 2. PMID: 37740948.

Co-Occurrence #8 – Emotion is the Highlighter of Learning: Using Reflection and Artificial Intelligence (AI) to Create Meaningful Learning Experiences  (EP.31) With Leticia Britos Cavagnaro Ph.D. How can we use artificial intelligence (AI) to enhance learning and reflection? What are the benefits and challenges of using “AI bots”, generative AI, and other emerging technologies in education? How can we foster a culture of curiosity and experimentation among educators and learners in the face of rapid technological change?  Author, AI Experimenter, and Assistant Professor at Stanford University’s d.school, Dr. Leticia Britos Cavagnaro, joins Stacy Craft on this episode and shares her insights and experiences on reflection as a practice, a process, and a skill that can help learners make sense of their experiences as well as the possibilities AI is producing for new pathways to meaningful learning experiences. The discussion also explores using AI to facilitate reflection, and the importance of designing AI tools that are ethical, transparent, and aligned with the pedagogical goals, and concerns and considerations around AI. This episode is the eighth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Edit Support: Jaquan Leonard Additional Resources: Books: Experiments In Reflection, by Leticia Britos Cavagnaro d.school books series The Art of Changing the Brain, by James Zull Immordino-Yang, M. H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. W. W. Norton & Company. Articles and Workshops: Stella Collins LEARNS/LEARNERS Framework Reflecting with AI: A Tool to Develop Human Intelligence, by Leticia Britos Cavagnaro Human-AI Collaboration: Establishing ‘Rules of Engagement’, by Leticia Britos Cavagnaro MIT report on generative AI in K-12 education The Ethical Explorer Pack from The Omidyar Network d.school Teaching and Learning Studio workshops (June and July 2024) Research/Scholarly Articles: Deslauriers, L. et. al. (2019) Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Guzik, E.E., Byrge, C., Gilde, C. (2023) The originality of machines: AI takes the Torrance Test. Journal of Creativity, Volume 33, Issue 3 Dell’Acqua, F. et al. (2023) Navigating the Jagged Technological Frontier: Field Experimental Evidence of the Effects of AI on Knowledge Worker Productivity and Quality. Harvard Business School Technology & Operations Mgt. Unit Working Paper No. 24-013

Co-Occurrence #7 – Bridging the Distance in Generative AI and Education: From Productivity to Learning to Ethics and Creativity  (EP.30) With Stephanie Moore, Ph.D. How can we as learners, educators, and instructional designers use AI tools in imaginative and innovative ways to enhance productivity, compliment creativity, support must have like learner diversity and accessibility all while ensuring ethical and responsible use, critical thinking amongst learning designers and learners as well as balancing between productivity and learning? Author and Assistant Professor in Organizational, Information, and Learning Sciences at the University of New Mexico, Dr. Stephanie Moore joins Stacy Craft on this episode for a comprehensive and insightful discussion of the impact of AI and education. The discussion also covers how generative AI tools can be used in ethical and effective ways by educators and learners. This episode is the seventh installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editor: Jaquan Leonard Special Thanks to Elissa Hall, Ed.D. and Adria Hoffman Ph.D. Additional Resources: Moore, S., Hedayati-Mehdiabadi, A., Law, V., & Kang, S. P. (2023). The Change We Work: Professional Agency and Ethics for Emerging AI Technologies. TechTrends, 1-10. Xiang Qi, Zheng Zhu, Bei Wu, The promise and peril of ChatGPT in geriatric nursing education: What We know and do not know, Aging and Health Research, Volume 3, Issue 2, 2023, 100136, ISSN 2667-0321, https://doi.org/10.1016/j.ahr.2023.100136 The AI chat app being trialed in NSW schools which makes students work for the answers. (2024, February 12) The Guardian

Co-Occurrence #6 – The Zen of Never Being Up to Speed: Embracing and Adapting to AI and Emerging Tech  (EP.29) With Scott Doorley, MA., Stanford d.school How do we navigate the relentless newness of emerging technologies? How do educators foster a culture of curiosity, exploration, and innovation? How do we increase our adaptability and ability to respond to all of this?  In this episode Stanford University d.school Creative director, writer, and designer Scott Doorley, joins us to delve into the challenges and opportunities presented by the rapid pace of technological change. Our discussion explores he impact of emerging technologies on education, society, and the way we think. We also unpack what’s below the surface as we grapple with this new era as well as the importance of critical thinking, reflection, and adaptability in navigating this rapidly changing landscape. This episode is the sixth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editor: Jaquan Leonard Additional Resources: Doorley, S., Carter, C., & Stanford d.school. (2024). Assembling tomorrow: How to design for collective creativity. Penguin Random House Terry, O. K. (2024). How to teach online courses effectively: A guide for instructors. The Chronicle of Higher Education. https://www.chronicle.com/author/owen-kichizo-terry

Co-Occurrence #5 – AI is Here to Stay: Hype, Humanity, and Health Professions Education (EP.28) With Eric Gantwerker, MD, MMSc (MedEd), FACS, AFAMEE  Artificial intelligence (AI) is not only transforming the field of medicine, but also the way we learn and teach it. In fact, AI is evolving the world of all education professionals, both inside and outside of health professions. In this episode, Zucker School of Medicine at Hofstra/Northwell  Associate Professor of Otolaryngology  and Pediatric Otolaryngologist at Northwell Health, Eric Gantwerker, MD,  shares his insights on how AI is reshaping medical education, from the basics to the cutting-edge, from the classroom to the clinic, and from the individual to the collective. Our discussion also explores a variety of important topics including how AI can enhance our learning experiences, foster our creativity, and personalize our learning paths as well as discussions on how to  address the challenges and opportunities that AI brings, such as ethical, social, and technical issues. This episode is the fifth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editor: Jaquan Leonard Special Thanks to Elissa Hall, Ed.D. and Adria Hoffman Ph.D. Additional Resources: Lingard L. Writing with ChatGPT: An Illustration of its Capacity, Limitations & Implications for Academic Writers. Perspect Med Educ. 2023 Jun 29;12(1):261-270. doi: 10.5334/pme.1072. PMID: 37397181; PMCID: PMC10312253.

Co-Occurrence #4 – The Future is Now: How VR and AR are Revolutionizing Medical and Health Sciences Education (EP.27) With Ryan Kingsley, MPAS, P.A.-C. Virtual reality and Augmented Reality are among some of the most exciting technologies that are revolutionizing the innovation possibilities within our learning landscape today. These cutting edge technologies, VR and AR, along with rapidly changing and growing AI capabilities, are having transformative impacts on health science and medical education. In this episode, Mayo Clinic College of Medicine and Science Assistant Professor of Medical Education, Ryan Kingsley, MPAS, P.A.-C., shares his insights into using these technologies in education -drawing on the spirit of innovation, real life examples and visions for the future. This episode is the fourth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editor: Jaquan Leonard Additional Resources: Gan, W., Mok, TN., Chen, J. et al. Researching the application of virtual reality in medical education: one-year follow-up of a randomized trial. BMC Med Educ 23, 3 (2023). https://doi.org/10.1186/s12909-022-03992-6 Abhimanyu S. Ahuja, Bryce W. Polascik, Divyesh Doddapaneni, Eamonn S. Byrnes, Jayanth Sridhar, The digital metaverse: Applications in artificial intelligence, medical education, and integrative health, Integrative Medicine Research,Volume 12, Issue 1, 2023, 100917, ISSN 2213-4220, https://doi.org/10.1016/j.imr.2022.100917. Henry Matovu, Dewi Ayu Kencana Ungu, Mihye Won, Chin-Chung Tsai, David F. Treagust, Mauro Mocerino & Roy Tasker (2023) Immersive virtual reality for science learning: Design, implementation, and evaluation, Studies in Science Education, 59:2, 205-244, DOI: 10.1080/03057267.2022.2082680 Breining, G., By, Breining, G., & 28, Aug. (2018, August 28). Future or fad? virtual reality in medical education. AAMC. https://www.aamc.org/news/future-or-fad-virtual-reality-medical-education

Co-Occurrence #3 – Grappling with Bias in AI: How are You Inspiring a Critical Mindset? (EP.26) With Tacita Morway (she/her) How can we mitigate the biases present in Generative AI? What role do we play in shaping a more equitable outcome? In this episode, Tacita Morway, Textio’s Chief Technology Officer, weighs in to share her insights on bias in AI, the importance of critical thinking, and using your fears as a roadmap to discovery. This episode is the third installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editor: Jaquan Leonard Additional Resources: Guvvala, Sujitha. “Bias Mitigation in Generative AI.” Analytics Vidhya. N.p., 12 Oct. 2023. Manyika, James. “What Do We Do about the Biases in AI?” Harvard Business Review. N.p., 17 Nov. 2022. Landers, R. N., & Behrend, T. S. (2023). Auditing the AI auditors: A framework for evaluating fairness and bias in high stakes AI predictive models. American Psychologist, 78(1), 36. Buslón, N., Cortés, A., Catuara-Solarz, S., Cirillo, D., & Rementeria, M. J. (2023). Raising awareness of sex and gender bias in artificial intelligence and health. Frontiers in Global Women’s Health, 4. Ferrara, E. (2023). Should chatgpt be biased? challenges and risks of bias in large language models. arXiv preprint arXiv:2304.03738. Shiroma, Mauricio. “Critical Thinking – the Bias Battle | Cambridge English.” World of Better Learning | Cambridge University Press. N.p., 7 Sept. 2022. Synder, K., Textio Blog: Mindful AI: Crafting Prompts to Mitigate the Bias in Generative AI – 2023.

Co-Occurrence #2 – Generative AI and Chat-GPT: A Powerful Tool for Educators, but Not Without Challenges (EP.25) With Jon Fila Can generative artificial intelligence large language models like Chat-GPT be useful to educators? If so, what are some ways it can help us and what should we be careful about relying on it for?  In this episode, author Jon Fila joins host Stacy Craft to explore how generative AI chat models like Chat-GPT can help educators create engaging and personalized content for their students, reduce their workload, foster creativity and collaboration, and increase accessibility. They also discuss the privacy concerns, ethical use, and the working limitations and biases of these models as well as touch on how learner adoption might impact what learning looks like. This episode is Part two of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Editor: Jaquan Leonard Additional Resources: University of Cambridge – Faculty News; “Chat GPT. We Need to Talk.”   Nakandakari, Fernando. “Chat GPT in Education: Transforming Learning Experiences through AI Conversations.” Jestor (2023): n. pag. Chat-GPT Teaching with AI Toolkit Fila, Jon. Embracing AI: Beyond the Basics Strategies for Educational Transformation. 2023. Mohd Javaid, Abid Haleem, Ravi Pratap Singh, Shahbaz Khan, Ibrahim Haleem Khan, Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system, BenchCouncil Transactions on Benchmarks, Standards and Evaluations, Volume 3, Issue 2, 2023, 100115, ISSN 2772-4859, https://doi.org/10.1016/j.tbench.2023.100115.

Co-Occurrence #1 – Visual Generative AI in Medical Education: The Promise and Challenges (EP.24) With Carlo Alberto Mazzoli, M.D. & Federico Semeraro, M.D. Can visual generative AI open new avenues for medical education? Can it offer quick, accurate, valid, and creative visualizations that educators can adapt and use for their curriculums?  If not, then how and when? In this episode, Dr. Federico Semeraro and Dr. Carlo Alberto Mazzoli join host Stacy Craft to explore the transformative potential of AI-driven visuals in enhancing the learning experience for medical and health education. While unpacking the promise and potential applications, Dr. Semeraro and Dr. Mazzoli also share their unique insights and direct experience with the challenges, ethical considerations, and possible solutions for the future. This episode is Part One of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Editor: Jaquan Leonard Additional Resources: Alberto Mazzoli C, Semeraro F, Gamberini L. Enhancing Cardiac Arrest Education: Exploring the potential use of MidJourney. Resuscitation. 2023 Aug;189:109893. doi: 10.1016/j.resuscitation.2023.109893. Epub 2023 Jul 3. PMID: 37406759. Shoja MM, Van de Ridder JMM, Rajput V. The Emerging Role of Generative Artificial Intelligence in Medical Education, Research, and Practice. Cureus. 2023 Jun 24;15(6):e40883. doi: 10.7759/cureus.40883. PMID: 37492829; PMCID: PMC10363933. How generative AI Can Transform Health Education and Health Equity – (Editorial) Susan Garfield The Ethical Pros and Cons of AI Art Generation, ELECTRA NANOU, JUL 6, 2023.