{"id":1045,"date":"2013-11-14T17:11:27","date_gmt":"2013-11-14T22:11:27","guid":{"rendered":"http:\/\/blogstemp2.wpengine.com\/?p=1045"},"modified":"2015-05-18T10:46:40","modified_gmt":"2015-05-18T14:46:40","slug":"the-google-generation-goes-to-med-school","status":"publish","type":"post","link":"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2013\/11\/the-google-generation-goes-to-med-school\/","title":{"rendered":"The Google Generation Goes to Med School: Medical Education in 2033"},"content":{"rendered":"<p><iframe loading=\"lazy\" src=\"\/\/www.youtube.com\/embed\/ChgT3K0z3sU?list=PL2ALHNlitsuQTxHWnVtmsc2X2UePKMPMA\" height=\"210\" width=\"386\" allowfullscreen=\"\" frameborder=\"0\"><\/iframe><\/p>\n<p>This past week, I attended the annual AAMC meeting where the question, \u201cWhat will medical education look like in 2033?\u201d was asked in a session called \u201cLightyears Beyond Flexner.\u201d This session included a contest that Eastern Virginia Medical School won by producing a breath-taking and accurate portrayal of 2033. I encourage you to view the excellent video above that captures the essence of where academic medicine is headed.<\/p>\n<p>After this thought-provoking session, I too pondered academic medicine&#8217;s fate. I would like to share my reflections in this forum.<\/p>\n<p>Without question, technology stood out as a major theme in this conference. And for good reason: clearly it is already permeating every corner of our academic medical lives. But as technology outpaces our clinical and educational methods, how exactly will it affect our practices in providing care and in training physicians?<\/p>\n<p>Our educational systems will evolve in ways we cannot predict. But in reality, the future is already here as transformations are already afoot. MOOCs\u00a0\u2014 massive open online course for the uninitiated\u00a0\u2014 like <a href=\"http:\/\/www.coursera.org\">Coursera<\/a> are already providing higher education to the masses and undoubtedly will supplant lectures in med schools and residencies. In a <a href=\"http:\/\/khanacademy.desk.com\/customer\/portal\/articles\/414161-are-you-essentially-%22flipping-the-classroom%22-with-these-pilot-implementations-\">\u201cflipped classroom\u201d era<\/a>, MOOCs will empower world renowned faculty to teach large audiences. Meanwhile, local faculty can mentor trainees and model behaviors and skills for learners. Dr. Shannon Martin, a junior faculty at my institution, has proposed the notion of a <a href=\"http:\/\/dx.doi.org\/10.1002\/jhm.2057\">\u201cflipped rounds\u201d<\/a> in the clinical training environment, too. In this model, rounds include clinical work and informed discussions; reading articles as a group or having a \u201cchalk talk\u201d are left out of the mix. In addition, medical education will entail sophisticated computer animations, interactive computer games for the basic sciences, and highly intelligent simulations. Finally, the undergraduate and graduate curricula will have more intense training in the social sciences and human interaction. In a globalized and technologized world, these skills will be at a premium.<\/p>\n<p>But why stop at flipped classrooms or even flipped rounds? Flipped clinical experiences are coming soon too.<\/p>\n<p>Yes, technology will revolutionize the clinical experience as well. Nowadays, we are using computers mainly to document clinical encounters and to retrieve electronic resources. In the future, patients will enter the exam room with a highly individualized health plan generated by a computer. A computer algorithm will review the patient&#8217;s major history, habits, risk factors, family history, biometrics, previous lab data, genomics, and pharmacogenomic data and will synthesize a prioritized agenda of health needs and recommended interventions. Providers will feel liberated from automated alerts and checklists and will have more time to simply talk to their patients. After the patient leaves the clinic, physicians will then stay connected with patients through social networking and e-visits. Physicians will even receive feedback on their patient&#8217;s lives through algorithms that will process each patient&#8217;s data trail: how often they are picking up prescriptions, how frequently they are taking a walk, how many times they buy cigarettes in a month. And of course, computers will probably even make diagnoses some day, as <a href=\"http:\/\/www-03.ibm.com\/innovation\/us\/watson\/watson_in_healthcare.shtml\">IBM&#8217;s Watson<\/a> or the <a href=\"http:\/\/www.isabelhealthcare.com\/home\/default\">Isabel app<\/a> aspire to do.<\/p>\n<p>Yet even if Watson or Isabel succeeds in skilled clinical diagnosis, these technologies will not render physicians obsolete. No matter how much we digitize our clinical and educational experiences, humans will still crave the contact of other humans. We might someday completely trust a computer to diagnose breast cancer for us, but would anyone want a computer to break the bad news to our families? Surgical robots might someday drive themselves, but will experienced surgeons and patients accede ultimate surgical authority to a machine? A computer program might automatically track our caloric intake and physical activities, but nothing will replace a motivating human coach.<\/p>\n<p>With all of these changes, faculty will presumably find time for our oft-neglected values. Bedside teaching will experience a renaissance and will focus on skilled communication. Because the Google Generation of residents and students will hold all of the world&#8217;s knowledge in the palm of their hands, they will look to faculty to be expert role models. Our medical educators will be able to create a truly streamlined, ultra-efficient learning experience that allows more face-to-face experiences with patients and trainees alike.<\/p>\n<p>So where is academic medicine headed beyond Flexner? Academic physicians will remain master artists, compassionate advisers, and a human face for the increasingly digitized medical experience.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This past week, I attended the annual AAMC meeting where the question, \u201cWhat will medical education look like in 2033?\u201d was asked in a session called \u201cLightyears Beyond Flexner.\u201d This session included a contest that Eastern Virginia Medical School won by producing a breath-taking and accurate portrayal of 2033. I encourage you to view the [&hellip;]<\/p>\n","protected":false},"author":25,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[37,41],"class_list":["post-1045","post","type-post","status-publish","format-standard","hentry","category-about-residency","tag-resident-experience","tag-technology"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v17.1.2 (Yoast SEO v20.8) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>The Google Generation Goes to Med School: Medical Education in 2033 - Insights on Residency Training<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2013\/11\/the-google-generation-goes-to-med-school\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Google Generation Goes to Med School: Medical Education in 2033\" \/>\n<meta property=\"og:description\" content=\"This past week, I attended the annual AAMC meeting where the question, \u201cWhat will medical education look like in 2033?\u201d was asked in a session called \u201cLightyears Beyond Flexner.\u201d This session included a contest that Eastern Virginia Medical School won by producing a breath-taking and accurate portrayal of 2033. I encourage you to view the [&hellip;]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2013\/11\/the-google-generation-goes-to-med-school\/\" \/>\n<meta property=\"og:site_name\" content=\"Insights on Residency Training\" \/>\n<meta property=\"article:published_time\" content=\"2013-11-14T22:11:27+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2015-05-18T14:46:40+00:00\" \/>\n<meta name=\"author\" content=\"Paul Bergl, M.D.\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Paul Bergl, M.D.\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"4 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2013\/11\/the-google-generation-goes-to-med-school\/\",\"url\":\"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2013\/11\/the-google-generation-goes-to-med-school\/\",\"name\":\"The Google Generation Goes to Med School: Medical Education in 2033 - Insights on Residency Training\",\"isPartOf\":{\"@id\":\"https:\/\/blogs.nejm.org\/general-medicine\/#website\"},\"datePublished\":\"2013-11-14T22:11:27+00:00\",\"dateModified\":\"2015-05-18T14:46:40+00:00\",\"author\":{\"@id\":\"https:\/\/blogs.nejm.org\/general-medicine\/#\/schema\/person\/051113720e4c7729846a840eb088f8cc\"},\"breadcrumb\":{\"@id\":\"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2013\/11\/the-google-generation-goes-to-med-school\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2013\/11\/the-google-generation-goes-to-med-school\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/blogs.nejm.org\/general-medicine\/index.php\/2013\/11\/the-google-generation-goes-to-med-school\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/blogs.nejm.org\/general-medicine\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"The Google Generation Goes to Med School: Medical Education in&nbsp;2033\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/blogs.nejm.org\/general-medicine\/#website\",\"url\":\"https:\/\/blogs.nejm.org\/general-medicine\/\",\"name\":\"Insights on Residency Training\",\"description\":\"Observation of residents across diverse medical specialties\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/blogs.nejm.org\/general-medicine\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"},{\"@type\":\"Person\",\"@id\":\"https:\/\/blogs.nejm.org\/general-medicine\/#\/schema\/person\/051113720e4c7729846a840eb088f8cc\",\"name\":\"Paul Bergl, M.D.\",\"description\":\"Paul has spent all his life in the Upper Midwest. After being raised in the suburbs of Chicago, he ventured north to Wisconsin to attend Marquette University and received a Bachelor\u2019s degree in Biomedical Engineering. He subsequently earned his medical degree at the University of Wisconsin\u2013Madison. He completed his training in Internal Medicine at the University of Chicago where he now serves as a chief resident. Paul has an interest in medical education and particularly enjoys teaching bedside communication and examination skills. After his chief year, he intends to pursue a career as a clinician-educator in general Internal Medicine. For leisure, Paul spends his time with his wife and beloved daughter. 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