We are pleased to announce that registration for the 27th Annual Meeting of IAMSE, to be held June 10 – 13, 2023 in Cancun, Mexico is now open. At this annual meeting of the International Association of Medical Science Educators (IAMSE) faculty, staff, and students from around the world who are interested in health science education join together in faculty development and networking opportunities. Sessions on curriculum development, assessment, and simulation are among the common topics available at the meeting.
Featured plenary speakers include Professor Kara Caruthers (Meharry Medical College, USA), Dr. Michelle Daniel (University of California San Diego School of Medicine, USA), Dr. Anique de Bruin (Maastricht University, The Netherlands), and Dr. Ricardo Leon-Borquez (World Federation for Medical Education).
Our association is a robust and diverse set of educators, researchers, medical professionals, volunteers and academics that come from all walks of life and from around the globe. Each month we choose a member to highlight their academic and professional career and see how they are making the best of their membership in IAMSE. This month’s Featured Member is our 2019 annual meeting site host, IAMSE President Rick Vari.
Rick Vari, PhD Professor & Senior Dean for Academic Affairs Virginia Tech Carilion School of Medicine Roanoke, Virginia, USA
Why was the Virginia Tech Carilion School of Medicine the right choice for the 2019 IAMSE meeting? We are the right choice for the meeting this year because we did a fabulous conference several years ago and we were already in the queue for a future IAMSE meeting. We had some scheduling issues with our original site for 2019 and we were able to step in and fill the void. We have a wonderful hotel site (at the Hotel Roanoke), and the people who came from all across North America for the Collaborating Across Borders V: An American-Canadian Dialogue on Interprofessional Healthcare and Practice, in 2015 really enjoyed it. As a relatively new medical school, we are excited about continuing our growing success in medical education; hosting the IAMSE meeting is a real honor for us.
What opportunities will attendees see in Roanoke that they’ve not seen in years past? Roanoke is a beautiful city to have a conference. We’ve localized the venue, which is a major goal for IAMSE. Attendees and exhibitors will appreciate the layout of the conference site. We are adjacent to the Roanoke Market Square with restaurants, breweries, and shopping featuring local items. There are just lots of opportunities for networking and entertainment. The program is outstanding with presentations and sessions on current and future challenges facing health sciences educators. International abstract submission is up, so more colleagues from other parts of the world may be attending. Increased student participation will be another highlight. This year, IAMSE is also hosting a Taste of Roanoke Street Fair which will replace the annual gala dinner. IAMSE 2019 is going to be a very easy conference to attend. If you can stay for the Grand Extravaganza on Tuesday afternoon it is going to be very special with a hiking trip to a beautiful location on the Blue Ridge Parkway and a visit to the Ballast Point brewery (East Coast operation) for dinner.
Can you tell me more about this new event? We are blocking off the Market Square in downtown Roanoke. We will have tastes of local food, beverages, and music. This is a chance to interact in a casual fun setting with lots of local food and a live band! It’s going to be a lot of fun.
What session or speaker are you most looking forward to this year? I’m looking forward to, of course, the Board of Directors and Committee Chairs meeting. I’ve enjoyed being president and interacting with the Board and Committee Chairs in this planning session provides IAMSE with a sense of solid direction. The plenary sessions also look very strong. I’m interested in the Gen Z session (Generation Z: The New Kids on the Block) and How to Use Disruptive Technology to Make Education Better – Not Just Different.
It sounds likes there is much to look forward to this year. Anything else you’d like to share? The local response from the other medical schools in the area in support of the IAMSE meeting in Roanoke has been very strong. As a new school, this is a tremendous opportunity for us and the other medical schools in the area to get better acquainted.
To learn more about the 2019 IAMSE Annual Meeting, including the plenary speakers, workshops and networking opportunities, or to register, please visitwww.IAMSEconference.org.
Reserve your spot before March 15 to ensure the Early Bird Discount!
The IAMSE booth will be exhibiting at the annual winter meeting of the Group for Research in Pathology Education (GRIPE) in New Orleans, LA on January 24-26, 2019. IAMSE Association Manager Julie Hewett will also be delivering a pre-conference workshop titled, “Using Social Media to Disseminate Your Scholarly Work.” If you plan on attending this meeting, don’t miss this session and do not forget to swing by the IAMSE booth and say hello!
Information on the GRIPE Meeting can be found here. We look forward to seeing you there!
We are pleased to announce that registration for the 23rd Annual Meeting of IAMSE, to be held June 8-11, 2019 in Roanoke, VA, USA, is now open. At this annual meeting of the International Association of Medical Science Educators (IAMSE) faculty, staff and students from around the world who are interested in medical science education join together in faculty development and networking opportunities. Sessions on curriculum development, assessment and simulation are among the common topics available at the annual meetings.
Featured plenary speakers include Don Cleveland, Claudia Krebs, Craig Lenz and Geoff Talmon.
IAMSE Communities of Growth (CoGs) are ongoing groups of like-minded individuals who want to informally get together to connect over an area or topic of interest. A Community of Growth is not directly connected to any Committee and is self-organized, and all CoGs are open to all IAMSE members. For more information on IAMSE CoGs, click here.
The AI CoG, Black Medical Educators CoG, and Humanistic Belonging in Medical Education CoG (formerly the LGBTQ+ Community in Health Professions Education CoG) will all be meeting in February! Below are the details for each meeting. Please note that CoG Zoom links, meeting IDs, and passcodes have changed from what they have previously been. The updated links are listed below.
AI CoG
The AI CoG meeting on Zoom will take place at Noon (12 PM) EST on Wednesday, February 4, 2026. IAMSE AI CoG meetings take place regularly at 12 PM ET on the first Wednesday of each month. For information on how to join the AI CoG, email Doug McKell at douglas.mckell@gmail.com.
At the February AI CoG meeting, plans for three principal activities in 2026 will be discussed. This is an effort to get valuable feedback from members on what they want, what they need, and what they are interested in. Drs. Steve Garwood and Joseph Willimans will be leading presentations and are interested in knowing what AI CoG members want to hear about, i.e. topics and issues. Drs. Leah Hammer and Carmel McNicholas-Bevense have been completing the signup process for the previously regular basis during the year to share their AI-supported activities on the topic of the group they chose to join. They will share the program’s specifics and the schedule for getting started. Drs. Mari Hopper and Mark Hernandez have agreed to lead a new offering, the AI Tools Application Workshops, which will be a periodic “hands on” application. They want to hear what areas are of interest to AI CoG members. Please join us for an engaging AI CoG direction-setting discussion. As a member-based group, your voice is important! See you on February 4th!
To join the February AI CoG Zoom meeting, click here. Meeting ID: 966 6621 1082 Passcode: 361577
Black Medical Educators CoG
The IAMSE Black Medical Educators CoG meeting will take place at 12:30 PM EST Friday, February 6, 2026. IAMSE Black Medical Educators CoG meetings take place quarterly at 12:30 PM ET on the first Friday in May, August, November, and February. If you are interested in learning more about this CoG and/or how to become a member, please contact Jacqueline Powell at jpowell@msm.edu.
To join the November Black Medical Educators CoG Zoom meeting, click here. Meeting ID: 945 0993 9814 Passcode: 054506
Humanistic Belonging in Medical Education CoG (formerly LGBTQ+ CoG)
The Humanistic Belonging in Medical Education CoG (formerly the LGBTQ+ CoG) is for health profession educators interested in fostering learning environments where all learners, educators, and clinicians experience respect, dignity, and a sense of belonging. This community advances humanistic educational practices that support identity, professional formation, and wellbeing, including education related to SOGIE (Sexual Orientation, Gender Identity, and Expression), across the continuum of medical education.
Designed as an open and innovative gathering place, this CoG welcomes a wide range of perspectives and encourages thoughtful dialogue in pursuit of academic excellence. Programming emphasizes engagement and education for faculty, staff, and learners, including discussions and training opportunities focused on humanistic patient care, and on how lived experience and identity shape learning environments and professional growth.
As health professions educators, we recognize that cultivating belonging requires ongoing reflection and intentional efforts to strengthen educational cultures. Through shared learning and community-building, this CoG promotes educational practices that help learners feel acknowledged, supported, and able to thrive.
The Humanistic Belonging in Medical Education CoG meeting will take place on Zoom at 12:00 PM EST on Thursday, February 12, 2026. The next Humanistic Belonging in Medical Education CoG meeting will be in May. For more information on this CoG, contact Cory Gerwe at gerwecd@odu.edu.
To join the February Humanistic Belonging in Medical Education CoG meeting, click here. Meeting ID: 953 6376 6152 Passcode: 010159
Recently, the Medical Science Educator published, under its Innovation section, a paper discussing the potential use of AI to address inequities in medical education. The paper emphasized the hidden curriculum—the unspoken rules, values, and expectations that affect student success in medical school but often remain invisible to first-generation, low-income, and underrepresented minority students. This somewhat unconventional application of AI has great potential to support students who otherwise must learn these rules through trial and error, thereby leveling access to critical professional knowledge.
In this paper, the authors propose a groundbreaking approach that uses AI as a tool for equity and inclusion in medical education. They emphasize AI’s potential to democratize access to professional knowledge that has traditionally been available to those with insider connections. These inequities can create disadvantages for students from underrepresented backgrounds, and the authors propose a framework for using AI interventions to target key areas of inequity. The article outlines how AI-driven solutions can help to normalize terminology, professional norms, and curriculum planning by applying both Fast/Slow Thinking paradigm and Cognitive Load Theory. By using AI to make implicit knowledge explicit, the authors show how these cognitive disparities can be reduced.
The proposed implementation framework describes how artificial intelligence platforms—such as ChatGPT, Claude, Copilot, and Google’s NotebookLM—can be integrated to support learners and trainees across multiple domains. These tools can provide fast-thinking support by offering real-time guidance on professional etiquette, clinical hierarchy, and academic decision-making. In parallel, they can facilitate slow-thinking processes through structured planning tools that assist with study strategies, research engagement, and long-term residency preparation. Importantly, AI platforms can enhance mentorship by offering continuous, 24/7 virtual guidance that complements, rather than replaces, traditional human mentorship. The framework also emphasizes equitable integration, with careful attention to data privacy, bias mitigation, and alignment with existing curricular standards to ensure responsible and inclusive use. The paper also discusses key challenges—ethical oversight, balancing human and AI roles, and trust-building—and stresses that AI should serve as a bridge, not a barrier, to mentorship and inclusion.
One limitation of the paper is the lack of student feedback on how these AI systems perform in practice and the absence of data showing how implementation impacts student performance. As more institutions adopt these frameworks, additional data can be gathered to evaluate their effects on student outcomes.
Conclusion: By embedding AI-driven guidance directly into existing learning systems, medical schools can transform the hidden curriculum from privilege to shared knowledge—helping every student, regardless of background, navigate medical education with confidence. This approach represents a promising step toward enhancing mentorship and academic advising through equitable AI integration.
Yuriy Slyvka, MD, PhD Professor of Instruction Department of Biomedical Sciences Ohio University, Heritage College of Osteopathic Medicine Athens, Ohio, USA
Real World AI Use: Guardrails, Responsible Use, and Competencies
By Kimberly Lomis, MD
We are excited to welcome Dr. Kimberly Lomis, Vice President, Medical Education Innovations, American Medical Association, who will present Real World AI Use: Guardrails, Responsible Use, and Competencies. The session will take place on Thursday, February 5, 2026, at 12:00 PM EST, for the fifth and final week of the IAMSE 2026 Winter Webcast Audio Seminar Series titled “From Hype to Reality: AI’s Rapid Transformation of Health-Sciences Professions Education.”
Don’t miss this exciting opportunity to examine evidence-based applications, assessment of knowledge/skills, human factors in AI adoption, autonomous AI agents for teaching and administration, and policy and competency frameworks for faculty and students. The IAMSE 2026 Winter Webcast Audio Seminar Series presentations will focus on practical examples, emerging risks, and actionable strategies faculty can use now to design learning, assessment, and support systems to prepare students for a learning and practice environment transformed by AI. The series is intended for basic-science and clinical educators seeking forward-looking, implementable guidance.
The full IAMSE Winter WAS schedule can be found on the website.
Below we look at the fifth week’s presentation:
Kimberly Lomis, MD
Real World AI Use: Guardrails, Responsible Use, and Competencies
Presenter: Kimberly Lomis, MD, Vice President, Medical Education Innovations, American Medical Associaton Session Date & Time: February 5, 2026, at 12:00 PM EST Session Description: Artificial intelligence (AI) is disrupting the practices of health care delivery and health professions education. Successful incorporation of AI for the benefit of patients and communities requires health professionals trained to adeptly and critically apply AI tools. This necessitates a shift in some elements of professional identity and will force transformation of health professions education. It is essential that educators are informed about the promise and perils of AI to actively guide responsible use of these tools by and for learners facing a rapidly evolving practice environment.
Automated Tools to Autonomous Agents: Affordances and Limitations to AI for Learning
By Richard Landers, PhD
We are excited to welcome Dr. Richard Landers, John P. Campbell Distinguished Professor of Industrial and Organizational Psychology at the University of Minnesota – Twin Cities, who will present Automated Tools to Autonomous Agents: Affordances and Limitations to AI for Learning. The session will take place on Thursday, January 29, 2026, at 12:00 PM EST, for the fourth week of the IAMSE 2026 Winter Webcast Audio Seminar Series titled “From Hype to Reality: AI’s Rapid Transformation of Health-Sciences Professions Education.”
Don’t miss this exciting opportunity to examine evidence-based applications, assessment of knowledge/skills, human factors in AI adoption, autonomous AI agents for teaching and administration, and policy and competency frameworks for faculty and students. The IAMSE 2026 Winter Webcast Audio Seminar Series presentations will focus on practical examples, emerging risks, and actionable strategies faculty can use now to design learning, assessment, and support systems to prepare students for a learning and practice environment transformed by AI. The series is intended for basic-science and clinical educators seeking forward-looking, implementable guidance.
The full IAMSE Winter WAS schedule can be found on the website.
Below we look at the fourth week’s presentation:
Richard Landers, PhD
Automated Tools to Autonomous Agents: Affordances and Limitations to AI for Learning
Presenter: Richard Landers, John P. Campbell Distinguished Professor of Industrial and Organizational Psychology, University of Minnesota – Twin Cities Session Date & Time: January 29, 2026, at 12:00 PM EST Session Description: Artificial intelligence is rapidly transforming education, both for good and for not-so-good. The advances ae now coming so quickly that it can be difficult to tell the difference. In this presentation, we’ll explore the alignment of the affordances that AI can currently provide with the goals, purpose, and processes of education, focusing on four key use cases: learning content generation and support including clinical simulation, automated student feedback and assessment, agentic instruction and tutoring, and agentic personal development. We’ll also explore what specific steps you can take to begin using AI tools effectively within each domain, as well as a projection of how these applications are likely to evolve in the coming years.
Our Association is a robust and diverse set of educators, students, researchers, medical professionals, volunteers and academics that come from all walks of life and from around the globe. Each month we choose a member to highlight their academic and professional career and see how they are making the best of their membership in IAMSE. This month’s Featured Member is Andrea Belovich.
Andrea Belovich, PhD Vice Chair of Biomedical Sciences & Associate Professor of Pharmacology Idaho College of Osteopathic Medicine Meridian, Idaho, USA
How long have you been a member of IAMSE? I first became aware of this organization in 2018, due to the Web Audio Seminar (WAS) series subscription offered to me at my home institution. After getting to know more about IAMSE from some of my colleagues, I joined in 2019 and got involved right away as a reviewer for Medical Science Educator. when I attended the 2019 annual conference in Roanoke, VA, I was deeply impressed by how welcoming the IAMSE community is that I wanted to actively participate in it. My work with IAMSE has been so rewarding, and it’s amazing to me just how many people in IAMSE consistently go out of their way to help others develop across all experience levels.
Looking at your time with the Association, what have you most enjoyed doing? What are you most looking forward to? IAMSE offers so many opportunities for growth and community – it is actually something of a challenge to pick just one thing I have most enjoyed doing most over the last few years. What I have greatly enjoyed about serving with IAMSE is the feeling that every opportunity for my own growth also comes with opportunities to give back and help others grow too. The very first committee I served on was the WAS Committee, which gave me such a valuable perspective as an early-career educator. I grew so much while serving on that committee, since I was challenged to really dig into the field of health professions education as we developed each WAS series to help support the professional growth of our members worldwide. After finishing my time on the WAS Committee, I volunteered to serve on the Membership Committee, which is dedicated to understanding IAMSE’s membership and how the organization can continue to best serve the needs of our members. I greatly enjoy working with the members of this committee, as they work tirelessly to keep improving the IAMSE experience for all of us. However, I have to say that it’s a tie for me between serving on the Membership Committee and serving on the Program Committee for “most favorite IAMSE experience,” as both groups allow me to work with driven and talented colleagues to help identify and create opportunities for our membership. I am so excited to see our efforts culminate in IAMSE’s 2026 Annual Conference in Augusta, GA, where I look forward to connecting with educators from across the globe.
What interesting things are you working on outside of the Association right now? I am currently serving a term as Vice Chair of the Biomedical Sciences Department at the Idaho College of Osteopathic Medicine. In this role, I am leaning into opportunities to practice my leadership skills and to support a team of biomedical faculty as our institution grows. I am excited and honored to be creating and leading a Faculty Development/Onboarding program at ICOM for faculty who are new to medical education. It’s incredibly rewarding to be able to collaborate with my clinical and biomedical colleagues to implement this effort, as well as sharing the valuable lessons I have learned from communities like IAMSE. Additionally, I am working with some of my students and our collaborators to publish the results of a Professional Identity Formation research project, which I am excited to share with the broader educational community soon.
As Vice Chair and member of the Program Committee, what do you most enjoy about being a part of that? To date, being part of the Program Committee is one of the most exciting experiences I’ve had with IAMSE. It is amazing to be part of this group’s efforts to craft a multi-day, international conference, which begins with the “simple” question of, “What will our members find most helpful to their own careers right now?” Building an entire conference experience from this one question requires each member of this committee to bring our own unique perspectives, experiences, and skills to the table as we develop themes, invite plenary speakers, and organize the many high-quality programming submissions from our membership into the collaborative growth experience that is an IAMSE Annual Conference. As Vice Chair of this year’s Program Committee, I get to help bring our ideas together and support our Committee and our Program Committee Chair (Will Brooks) as we connect with plenary speakers and our membership from around the world to curate the best possible programming.
Why should people attend the IAMSE Conference this year? I am hopeful that this year’s Annual Conference in Augusta, GA, aptly named, “Flourishing Through Change: Adaptability, Innovation, and Growth in Health Sciences Education,” will provide timely support to attendees as we navigate the complex and shifting landscape of health professions education. In addition to offering an exciting lineup of plenary speakers focused on empowering attendees to thrive together and individually, the Program Committee is looking forward to showcasing the contributions and efforts of our membership through forums such as focus sessions, oral presentations, and poster presentations. Above all, it is important for us to stay connected with each other to recharge and keep growing together as colleagues and collaborators.
Anything else that you would like to add? After being involved in service roles with IAMSE for nearly seven years, I am continually impressed with the engagement I see, not just from my fellow committee members, but from my fellow IAMSE members at large. It probably goes without saying, but it does sometimes need to be said: IAMSE’s offerings, such as the Web Audio Seminars, IAMSE Cafes, Communities of Growth, Virtual Forums, and our in-person Annual Conferences, etc., are all representative of the efforts, knowledge, and passion of IAMSE’s membership. IAMSE is…you. IAMSE is us. So, I’d just like to add, thank you, all of you, for being so engaged with and supportive of our organization. I hope to see you in Augusta this June!
The International Association of Medical Science Educators (IAMSE) invites you to join an extraordinary journey of growth and connection through our IM-REACH Mentoring Program.
Why IM-REACH? Whether you’re guiding learners or colleagues through their medical education journey, supporting postdocs in research breakthroughs, or helping faculty navigate career transitions, mentoring is your superpower. The program provides evidence that effective mentorship contributes to meaningful achievements that support career advancement for both mentors and mentees.
What makes IM-REACH Special?
Global Community: Connect with mentors from around the world.
Dual Perspective: Master both sides of the mentoring relationship.
Real Impact: Develop a scholarly project that advances your career.
What the Year-Long IM-REACH Adventure includes:
Kickoff: 3-hour intensive at IAMSE 2026 Conference (in-person or virtual).
Expert Workshops: Bi-monthly sessions based on our acclaimed Mentoring Manual.
Personal Support: Bi-monthly office hours for individual guidance.
Scholarly Growth: Develop a meaningful project tailored to your goals.
Proven Results: Validated assessments track your development.
What Our Alumni Say: “Participants appreciated the structured curriculum, relevance of content, and the balance of conceptual and practical components. The program fostered reflective practice, build mentoring confidence, and expanded cross-institutional mentoring networks.”
Ready to Elevate Your Impact? Key Dates:
Apply by March 15, 2026
Acceptance Notification: April 1, 2026
Payment Due: May 1, 2026 ($500 for IAMSE members and $700 for non-members)
Start of Program: June 6, 2026 (virtual and in-person) – 1/2 day session.
For questions about the IM-REACH Program or how to apply, please contact support@iamse.org. We thank you for your interest and look forward to supporting you in achieving your professional goals in educational scholarship.
Generative AI in Medical Education: Navigating the Educators’ Dilemma
By Neil Mehta, MBBS, MS
We are excited to welcome Dr. Neil Mehta, Professor of Medicine and Associate Dean for Curricular Affairs at the Cleveland Clinic Lerner College of Medicine of CWRU SOM, who will present Generative AI in Medical Education: Navigating the Educators’ Dilemma. The session will take place on Thursday, January 22, 2026, at 12:00 PM EST, for the third week of the IAMSE 2026 Winter Webcast Audio Seminar Series titled “From Hype to Reality: AI’s Rapid Transformation of Health-Sciences Professions Education.”
Don’t miss this exciting opportunity to examine evidence-based applications, assessment of knowledge/skills, human factors in AI adoption, autonomous AI agents for teaching and administration, and policy and competency frameworks for faculty and students. The IAMSE 2026 Winter Webcast Audio Seminar Series presentations will focus on practical examples, emerging risks, and actionable strategies faculty can use now to design learning, assessment, and support systems to prepare students for a learning and practice environment transformed by AI. The series is intended for basic-science and clinical educators seeking forward-looking, implementable guidance.
The full IAMSE Winter WAS schedule can be found on the website.
Below we look at the third week’s presentation:
Neil Mehta, MBBS, MS
Generative AI in Medical Education: Navigating the Educators’ Dilemma
Presenter: Neil Mehta, Professor of Medicine and Associate Dean for Curricular Affairs at the Cleveland Clinic Lerner College of Medicine of CWRU SOM Session Date & Time: January 22, 2026, at 12:00 PM EST Session Description: Educators’ face the dilemma of the need to prepare students for their future of AI while mitigating the risk of cognitive deskilling/never-skilling. We will review a pedagogically based approach to approaching this dilemma.
IAMSE is pleased to announce that registration is NOW OPEN for the Spring 2026 Webcast Audio Seminar Series! The Spring 2026 Series is titled “‘Tough But Fair’ Standards with Support: Empowering Success.” Join us at 12:00 PM ET Thursday, March 5, 12, 19, 26, and April 2, 2026.
“Tough But Fair” Standards with Support: Empowering Success Join us for this five-session Spring WAS series tailored for medical educators, particularly those teaching in pre-clerkship curriculum. We’ll explore how to set ambitious, yet achievable, standards for your students, fostering the rigorous foundation future physicians need. Beyond just raising the bar, this series will provide you with practical strategies to ensure your students not only meet these high expectations but truly excel. Discover how to balance a demanding curriculum with the essential guidance that empowers the next generation of medical professionals.
Questions regarding the registration process, specifically for institutions, or other FAQs about the Spring 2026 Series can be found by clicking here.
“Tough But Fair” Standards with Support: Empowering Success
Join us for each one-hour session beginning Thursday, March 5, 2026, at 12 PM EST. Please note that only the first session of this series will be in Eastern Standard Time. The remaining four sessions will be in Eastern Daylight Time. Sessions in the Spring 2026 Series include:
March 5, 2026, 12:00 PM EST – What Really Matters: Student Perspectives on Exceptional Teaching, presented by George Blackall, Penn State College of Medicine, and Alec Haas, MetroHealth.
March 12, 2026, 12:00 PM EDT – Teach for Transfer: Using Backwards Curriculum Design to Foster Student Understanding, presented by Alana Newell, Baylor College of Medicine.
March 19, 2026, 12:00 PM EDT – Peer Feedback with Purpose: Upholding High Standards While Supporting Learner Growth, presented by Sarah Lerchenfeldt, Oakland University William Beaumont School of Medicine.
March 26, 2026, 12:00 PM EDT – Faculty/Instructor Mindset Beliefs, presented by Katherine Muenks, University of Texas at Austin.
April 2, 2026, 12:00 PM EDT – Rethinking Psychological Safety: Exploring “Educational Safety” Through Learners’ Experiences in a Peer Mentorship Context, presented by Laura Nimmon, University of British Columbia.
Questions regarding the registration process, specifically for institutions, or other FAQs about the Spring 2026 Series can be found by clicking here.
We are excited to welcome Dr. Laurah Turner, Associate Dean for Artificial Intelligence and Educational Informatics and Associate Professor of Biostatistics, Health Informatics and Data Sciences, and Medical Education at the University of Cincinnati College of Medicine, who will present Applied Intelligence: Integrating AI Technologies Into Medical Education. The session will take place on Thursday, January 8, 2026, at 12:00 PM EST, for the second week of the IAMSE 2026 Winter Webcast Audio Seminar Series titled “From Hype to Reality: AI’s Rapid Transformation of Health-Sciences Professions Education.”
Don’t miss this exciting opportunity to examine evidence-based applications, assessment of knowledge/skills, human factors in AI adoption, autonomous AI agents for teaching and administration, and policy and competency frameworks for faculty and students. The IAMSE 2026 Winter Webcast Audio Seminar Series presentations will focus on practical examples, emerging risks, and actionable strategies faculty can use now to design learning, assessment, and support systems to prepare students for a learning and practice environment transformed by AI. the series is intended for basic-science and clinical educators seeking forward-looking, implementable guidance.
Applied Intelligence: Integrating AI Technologies Into Medical Education
Presenter: Laurah Turner, Associate Dean for Artificial Intelligence and Educational Informatics and Associate Professor of Biostatistics, Health Informatics and Data Sciences, and Medical Education at the University of Cincinnati College of Medicine Session Date & Time: January 15, 2026, at 12:00 PM EST Session Description: Artificial intelligence promises to revolutionize medical education; yet, most institutions struggle to transition beyond pilot projects to meaningful implementation. This talk bridges the gap between AI’s potential and current reality by showcasing real-world applications from across the medical education landscape.
Participants will learn to navigate the “Alignment Paradox”—ensuring AI tools serve educational goals rather than undermine them—through an evidence-based decision framework. This practical approach, grounded in principles of AI performance patterns, helps educators determine when to trust AI autonomously, when human oversight is essential, and when to avoid AI entirely.
How does peer feedback/evaluation shape teamwork and learning in medical education? Lerchenfeldt et al. explore this question through a rich qualitative lens from medical students and residents, uncovering how students experience giving and receiving feedback in team-based learning (TBL)
In TBL, students collaborate closely to solve problems and apply knowledge together. Peer feedback is a cornerstone of this process, designed to foster accountability, communication, and professional growth. But while students recognize its value, they also face challenges – especially around giving honest feedback or managing uncomfortable group dynamics.
Through interviews and focus groups, the researchers found that effective peer feedback can enhance trust, improve teamwork, and deepen self-reflection. When done well, it encourages students to take ownership of their learning and helps teams function more cohesively. However, when feedback is vague or overly cautious, its benefits are limited.
The authors found that peer feedback – when thoughtfully integrated – can transform TBL into a dynamic space for growth. It helps students develop not only academic competence, but also the communication and collaboration skills essential for future healthcare professionals.
It is essential to read the full article if any medical educators are interested in applying peer feedback or evaluation in their teaching or curricula. Because when and how to apply peer feedback varies by program and institution, it is necessary to consider contextual factors to best fit your program.
Qing Zhong, M.D., PhD Professor of Pharmacology Department of Biomedical Science Rocky Vista University College of Osteopathic Medicine
As a reminder, the International Association of Medical Science Educators (IAMSE) is pleased to once again accept applications for the IAMSE-ScholarRx Student Educational Research Grant Program.
Students must be members of IAMSE to be eligible to apply for this grant. Applications must include a faculty mentor letter of support confirming adherence to all grant policies and an institutional letter confirming funding for the student to present project results at the IAMSE Conference within three years of the award date. Up to four (4) student grants will be awarded for up to $2,500 USD each.
Applications are to be submitted through the form found here by 11:59 PM Eastern Time on January 15, 2026.
All information regarding the IAMSE-ScholarRx Student Educational Research Grant Program, including the application and submission instructions, eligibility, application template, and evaluation criteria can be found on the IAMSE website here.
Our Association is a robust and diverse set of educators, students, researchers, medical professionals, volunteers and academics that come from all walks of life and from around the globe. Each month we choose a member to highlight their academic and professional career and see how they are making the best of their membership in IAMSE. This month’s Featured Member is Sandra Haudek.
Sandra Haudek, MSc, PhD Associate Professor Department of Medicine, Cardiovascular Research Huffington Department of Education, Innovation, and Technology School of Medicine, Office of Curriculum Office of Faculty Development Baylor College of Medicine Houston, Texas, USA
How long have you been a member of IAMSE? My first IAMSE meeting was 2017 in Burlington, Virginia, and I immediately signed up for more. With a background as a trained basic scientist, I was impressed by the quality, breadth, and depth of the educational research and scholarship presented, as well as the opportunity to meet incredibly talented and gracious individuals. Since then, IAMSE has become my professional home and a defining part of my academic journey.
Looking at your time with the Association, what have you most enjoyed doing? What are you most looking forward to? What I enjoy most is the sense of community and collaboration that IAMSE fosters. Serving on committees, moderating in-person and virtual sessions, and presenting at conferences have allowed me to connect with inspiring educators and scholars worldwide. The first committee role was with the Webcast Audio Seminar Committee, where I helped organize focused series, invited speakers, and wrote session summaries, a rewarding experience I still cherish. Chairing the Onboarding Committee has been equally meaningful, as it allows me to welcome new members and help them engage with the Association. Looking ahead, I am excited to create even more opportunities for networking, engagement, and mentorship across our global community. My goals is to ensure IAMSE continues to be a place where every member feels connected, valued, and inspired.
What interesting things are you working on outside of the Association right now? At Baylor College of Medicine, I served as Chair of the School of Medicine Curriculum Committee and currently serve as Director of the Foundational Sciences Curriculum, where I helped design, implement, and oversee new medical curriculum, including innovative assessment strategies. I also lead the faculty development initiatives, such as the Peer Coaching for Educators and Research Mentoring programs. As former Vice Chair of Faculty Development in my department, I supported colleagues in achieving awards and promotions. In addition, I maintain a teaching appointment at the Vienna University of Technology, Austria, reflecting my commitment to international collaboration. These roles allow me to continuously learn and grow by integrating best practices in education while advancing both faculty and student success.
As the Chair of the IAMSE Onboarding Committee, what do you most enjoy about leading that committee? Leading the Onboarding Committee is deeply fulfilling because it focuses on creating a welcoming environment for new members, whether through our New Member Lunch at annual conferences or virtual engagement during the “IAMSE 101 – Getting to Know Your Association” seminar. I particularly enjoyed developing and implementing the BINGO game at the annual conference, which added a fun and interactive element to networking. I value helping individuals feel included and welcomed from the start, as onboarding is a critical step toward fostering long-term engagement and belonging within IAMSE.
Anything else that you would like to add? IAMSE has given me mentorship, friendships, and a global network that continues to shape my perspective and passion for medical education. Receiving the IAMSE Distinguished Career Award for Excellence in Teaching and Scholarship was a career highlight and inspires me to give back even more. IAMSE offers opportunities for collaboration, professional growth, and exposure to innovative educational research, while its global reach brings diverse perspectives and a shared mission that fosters belonging and purpose. My goal is to help advance IAMSE’s strategic priorities, so every member feels supported, connected, and empowered to contribute.
