Wartman Steven A, Combs C Donald
President emeritus of the Association of Academic Health Centers (AAHC) and a sociologist, board-certified internist, and master of the American College of Physicians; and served as president of the AAHC from 2005 to 2018, and, before joining the association, he was executive vice president for academic and health affairs and dean of the school of medicine at the University of Texas Health Science Center at San Antonio, and also a Robert Wood Johnson Clinical Scholar at Johns Hopkins University and a Henry Luce Scholar in Indonesia.
The vice president and founding dean of the School of Health Professions at Eastern Virginia Medical School (EVMS) in Norfolk, Virginia; and a fellow of the Society for Simulation in Healthcare and holds senior faculty appointments in the EVMS School of Health Professions; the Department of Modeling, Simulation and Visualization Engineering at Old Dominion University; Paris Descartes University; and Taipei Medical University.
AMA J Ethics. 2019 Feb 1;21(2):E146-152. doi: 10.1001/amajethics.2019.146.
Available medical knowledge exceeds the organizing capacity of the human mind, yet medical education remains based on information acquisition and application. Complicating this information overload crisis among learners is the fact that physicians' skill sets now must include collaborating with and managing artificial intelligence (AI) applications that aggregate big data, generate diagnostic and treatment recommendations, and assign confidence ratings to those recommendations. Thus, an overhaul of medical school curricula is due and should focus on knowledge management (rather than information acquisition), effective use of AI, improved communication, and empathy cultivation.
现有的医学知识超出了人类大脑的组织能力，但医学教育仍然基于信息获取和应用。学习者面临的这种信息过载危机因以下事实而更加复杂：医生的技能集现在必须包括与聚合大数据、生成诊断和治疗建议并为这些建议赋予置信度评级的人工智能（AI）应用程序进行协作和管理。因此，医学院课程改革势在必行，应侧重于知识管理（而非信息获取）、有效使用人工智能、改善沟通和培养同理心。
