Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access

Continuing medical education (CME) and continuing education (CE) provide frameworks for assimilating and disseminating new advancements and are mainstays of clinicians’ professional development and accreditation. However, traditional CME/CE approaches may be challenged in providing opportunities for...

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Bibliographic Details
Published in:Education sciences 2023-07, Vol.13 (8), p.760
Main Authors: Cohen, Brian, DuBois, Sasha, Lynch, Patricia A, Swami, Niraj, Noftle, Kelli, Arensberg, Mary Beth
Format: Article
Language:English
Subjects:
Access to education
Accreditation
Artificial intelligence
Clinical competence
Clinical medicine
Continuing education
Continuing medical education
continuing medical education (CME)
continuing professional development (CPD)
continuing professional education (CPE)
Educational Needs
Educational Strategies
equitable access
Evidence-based medicine
Independent study
Interprofessional education
Learning Activities
Learning Strategies
Lifelong learning
Medical education
Medical personnel
Nursing
Professional development
Professional Education
Professionals
Professions
reflective learning
Reflective practice
Reflective teaching
Teaching Methods
Training
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Summary:Continuing medical education (CME) and continuing education (CE) provide frameworks for assimilating and disseminating new advancements and are mainstays of clinicians’ professional development and accreditation. However, traditional CME/CE approaches may be challenged in providing opportunities for integrated and interprofessional learning and helping clinicians effectively translate innovations into individual practice. This Commentary describes the reflective learning approach, including its integration into CME/CE and how it can support interprofessional education. Also identified are barriers to reflective and interprofessional learning implementation and CME/CE access. The Commentary provides insights based on point-of-care reflection data and outlines considerations in trialing the use of an artificial intelligence (AI)-driven digital platform for reflective learning. Further, the Commentary describes how the AI-driven digital platform may help overcome barriers to reflective learning and interprofessional education and support equitable CME/CE program access.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13080760