About This Course
This interdisciplinary course features talks from thought leaders and innovators from medical education, instructional design, cognitive science, online learning, and emerging technology. Over the course of eleven weeks, we'll consider how to build educational experiences that address the unique learning preferences of today's Millennial medical students and residents. As the volume of new medical knowledge outpaces our ability to organize and retain it, how might educators disrupt outdated practices through thoughtful use of technology and learning design? How might MOOCs, social media, simulation and virtual reality change the face of medical education? How might we make learning continuous, engaging, and scalable in the age of increasing clinical demands and limited work hours? Joining the conversation will be experts from all health care and education stakeholder domains, including patients, and students from nursing, medicine and engineering sciences.
Featured speakers will include:
- Daphne Koller, founder of Coursera
- Dan Schwartz, Professor at Stanford Graduate School of Education
- Kirsten Ostherr, Director of the Medical Futures Lab at Rice University
- Charles Prober, Senior Associate Dean for Medical Education, Stanford
- Bryan Vartabedian, Director of Digital Literacy, Baylor College of Medicine
- Renate Fruchter, Founder of PBL Lab at Stanford School of Engineering
- Anne Marie Cunningham, Academic Lead for eLearning, University of Cardiff School of Medicine
- May Pian-Smith, Associate Professor at Massachusetts General Hospital
Patient and student speakers will include:
- Britt Johnson, ePatient, Stanford Medicine X ePatient Advisory Board Member
- Anna Clemenson, Nursing student, Duke University School of Nursing
- Roheet Kakaday, Medical Student, Oregon Health Sciences University
- Lynn Ngai, Medical Student, University of Southern California
- Andrew Stanley, PhD Student, Charm Lab, Stanford University and more!
There are no prerequisities. This class will have value for anyone interested in emerging technologies, education, and medicine including patients, caregivers, providers and any health care stakeholder who want to join a conversation about how to improve medical education
Larry Chu, MD, MS
Larry Chu is an associate professor of anesthesia on the faculty of the Stanford University School of Medicine. Dr. Chu studies how information technologies can be used to improve medical education and collaborates with researchers in simulation and computer science at Stanford to study how cognitive aids can improve healthcare outcomes. He is the executive director of Stanford Medicine X.
Kyle Harrison, MD
Dr. Kyle Harrison is a founding core faculty member of the AIM lab. A clinical assistant professor at the Palo Alto Veterans Affairs Hospital, Dr. Harrison is a graduate of Stanford's simulation program. He is an associate program director of Stanford's anesthesia residency program and specializes in ACLS, emergency medical checklists, and the use of educational technologies.
Nikita Joshi, MD
Nikita Joshi is currently a Clinical Instructor at Stanford University, Division of Emergency Medicine. She completed emergency medicine residency at SUNY Downstate in Brooklyn, NY. She is an associate editor at Academic Life in Emergency blog, which reachers 10,640 cities in 195 countries. Her interests include medical simulation, the use of social media in graduate education, and faculty development. She can be reachered on Twitter at @njoshi8.
Instructional Design and Course Operations Team
Amy Ahearn, MA
Amy is an education technology project manager for the Stanford University AIM Lab. She holds a masters degree in Learning, Design and Technology from Stanford's Graduate School of Education.
Nicole is an education technology specialist for the Stanford University AIM Lab. She is a Teach For America alumna interested in curriculum design and extending learning beyond traditional classroom experiences.
Leo De Asis and Chris Musgrave of the Stanford AIM Lab contribute to production, filming, and video editing.
Frequently Asked Questions
Who should take this course?
The target audience for this course includes:
patients, caregivers, and any health care stakeholder who want to join a conversation about how to improve medical education
undergraduate pre-medical students
current medical students and residents
medical educators and faculty members
entrepreneurs seeking new approaches to healthcare training and education
educators and teachers interested in how learning science can be applied to medical education
engineers, developers and other technologists interested in entering the medical education space
Do I need to buy a textbook?
No, all reading material will be provided.
How is this course structured?
This is an eleven-week course that will run simultaneously with an in-person course at Stanford University. Each week, you will hear from a current medical student and from a guest speaker who will share their stories and connections to the topic of the week. Online participants will engage in moderated discussions each week and will complete projects relevant to the course topics, which include virtual reality, simulation, cognitive aids, MOOCs, and more.
How many hours of effort are expected per week?
We anticipate that completion of the weekly course modules will take approximately 3 hours per week. There will be approximately 1 hour of instructional video accompanied by activities, reflection exercises and some peer evaluated assignments. You can choose to spend as much or as little time as you like on course assignments and supplemental reading.
Will a statement of accomplishment be offered for this course?
Yes. Students who earn at least a 70 percent will receive a Statement of Accomplishment. A student's final grade is determined by his or her average score of all weekly assessments.