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In Practice: When Learners Stop Thinking Out Loud (EP:47) With Stacy Craft, M.Ed In this episode of In Practice, Stacy explores the subtle but important difference between coaching and evaluation, and how the way learners experience those interactions can shape openness, growth, and the learning process itself. Questions? Feedback? Ideas? Contact us at [email protected]   Additional Resources: AMA ChangeMedEd® Coaching in Medical Education Series Gawande, A. (2011, October 3). Personal best. The New Yorker.

In Practice: The 5-Minute Teaching Playbook (EP:46) With Stacy Craft, M.Ed What can we realistically teach in five minutes? In environments where time is limited and demands are constant, educating rarely happens in structured sessions. It happens in motion. And yet, these brief moments hold more potential than we often realize. In this “In Practice” episode, we explore what meaningful teaching can look like when time is constrained. Drawing from experiences working alongside educators, we explore how narrowing focus, making thinking visible, asking purposeful questions, and closing the loop can transform everyday interactions into powerful learning moments.  Rather than adding more to already full schedules, this episode invites us to rethink where learning is already happening,  and how small, intentional shifts can shape how learners think, reason, and grow.  Because five minutes isn’t enough for everything. But it might be enough for what matters most. Questions? Feedback? Ideas? Contact us at [email protected]

From Literacy to Savviness: Rethinking How We Learn with AI (EP:45) With Chris Minter, PHD How do we stay thoughtful, skilled, and grounded as AI accelerates faster than our instincts can adapt? In this episode, we explore the shift from simply knowing about AI to becoming truly savvy in how we use it. Chris Minter invites us to consider how contextual inputs, desired outputs, and intentional engagement shape our ability to think clearly in an age of intelligent tools. Together, we examine the balance between efficiency and depth, the risks of over‑reliance and “AI slop,” and the importance of protecting our own voice, judgment, and craftsmanship as educators and learning leaders. Questions? Feedback? Ideas? Contact us at [email protected] Audio Editing: Celina Bertoncini Additional Resources: Conrad, K., & Kamperman, S. (2025). Building critical AI literacy: An approach to generative AI. Thresholds in Education, 48(2), 142–158. Open PDF: https://academyforeducationalstudies.org/wp-content/uploads/2025/09/conrad-kamperman-final-1.pdf Biagini, G. (2025). Towards an AI‑literate future: A systematic literature review exploring education, ethics, and applications. International Journal of Artificial Intelligence in Education, 35, 2616–2666. Mills, K., Ruiz, P., Lee, K., Coenraad, M., Fusco, J., Roschelle, J., & Weisgrau, J. (2024). AI literacy: A framework to understand, evaluate, and use emerging technology. Digital Promise Sun, Y. (2026). Conceptualizing critical AI literacy in writing education: Power dynamics in Chinese EAL students’ negotiations with GenAI. Applied Linguistics Review. Advance online publication. Aleman, E., Martínez, R., Dilek, M., & Baran, E. (2025). Directions for navigating critical AI literacy in teacher education. Journal of Computing in Higher Education, 37, 1460–1488. Wulff, P., & Kubsch, M. (2025). Learning against the machine: The double‑edged sword of (Gen)AI in STEM education. International Journal of STEM Education, 12, Article 66. Deep, P. D., & Chen, Y. (2025). The role of AI in academic writing: Impacts on writing skills, critical thinking, and integrity in higher education. Societies, 15(9), 247. Oc, Y., Gonsalves, C., & Quamina, L. (2025). Generative AI in higher education assessments: Examining risk and tech‑savviness on student adoption. Journal of Marketing Education, 47(2), 138–155. Giannakos, M., Azevedo, R., Brusilovsky, P., Cukurova, M., Dimitriadis, Y., Hernández‑Leo, D., Järvelä, S., Mavrikis, M., & Rienties, B. (2025). The promise and challenges of generative AI in education. Behaviour & Information Technology, 44(11), 2518–2544.

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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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 [email protected] 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.