Ambiguity in robotic surgical instruction: lessons from remote and in-person simulation.

The rise of robotic surgery has been accompanied by numerous educational challenges as surgeons and trainees learn skills unique to the robotic platform. Remote instruction is a solution to provide surgeons ongoing education when in-person teaching is not feasible. However, surgical instruction faces challenges from unclear communication.

Entrustment and EPAs for Artificial Intelligence (AI): A Framework to Safeguard the Use of AI in Health Professions Education.

In this article, the authors propose a repurposing of the concept of entrustment to help guide the use of artificial intelligence (AI) in health professions education (HPE). Entrustment can help identify and mitigate the risks of incorporating generative AI tools with limited transparency about their accuracy, source material, and disclosure of bias into HPE practice. With AI's growing role in education-related activities, like automated medical school application screening and feedback quality and content appraisal, there is a critical need for a trust-based approach to ensure these technologies are beneficial and safe.

Breaking Bad News to Learners: How Well Does the SPIKES Clinical Model Translate?

When health professions learners do not meet standards on assessments, educators need to share this information with the learners and determine next steps to improve their performance. Those conversations can be difficult, and educators may lack confidence or skill in holding them. For clinician-educators with experience sharing challenging news with patients, using an analogy from clinical settings may help with these conversations in the education context.

Disentangling faculty development: A scoping review towards a rich description of the concept and its practice.

Background: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education.

Methodology: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review.

Critical Thinking in the Texting Age.

Objectives: Though texting has become a preferred way for clinicians to discuss patient care, surgeons report that texting detracts from trainees' education. Little research has explored how texting relates to education and more specifically to critical thinking - the problem-solving and decision-making processes central to safe patient care. As such, we aimed to identify how trainees perceived the effect of texting on critical thinking.