When the Machine Can Do It: Finding the Irreducible Human Role in AI-Augmented Healthcare and Education

	Excellent	Good	Average	Below Average	Poor
Content of Presentation	Content of Presentation - Excellent	Content of Presentation - Good	Content of Presentation - Average	Content of Presentation - Below Average	Content of Presentation - Poor
Presentation Delivery	Presentation Delivery - Excellent	Presentation Delivery - Good	Presentation Delivery - Average	Presentation Delivery - Below Average	Presentation Delivery - Poor
Objective met: Describe how AI is currently shifting the distribution of tasks across clinical care, medical education, and research, distinguishing between work that AI performs and work that requires human accountability.	Objective met: Describe how AI is currently shifting the distribution of tasks across clinical care, medical education, and research, distinguishing between work that AI performs and work that requires human accountability. - Excellent	Objective met: Describe how AI is currently shifting the distribution of tasks across clinical care, medical education, and research, distinguishing between work that AI performs and work that requires human accountability. - Good	Objective met: Describe how AI is currently shifting the distribution of tasks across clinical care, medical education, and research, distinguishing between work that AI performs and work that requires human accountability. - Average	Objective met: Describe how AI is currently shifting the distribution of tasks across clinical care, medical education, and research, distinguishing between work that AI performs and work that requires human accountability. - Below Average	Objective met: Describe how AI is currently shifting the distribution of tasks across clinical care, medical education, and research, distinguishing between work that AI performs and work that requires human accountability. - Poor
Objective met: Apply a structured reasoning approach to identify which professional responsibilities remain irreducibly human when a given task becomes automatable.	Objective met: Apply a structured reasoning approach to identify which professional responsibilities remain irreducibly human when a given task becomes automatable. - Excellent	Objective met: Apply a structured reasoning approach to identify which professional responsibilities remain irreducibly human when a given task becomes automatable. - Good	Objective met: Apply a structured reasoning approach to identify which professional responsibilities remain irreducibly human when a given task becomes automatable. - Average	Objective met: Apply a structured reasoning approach to identify which professional responsibilities remain irreducibly human when a given task becomes automatable. - Below Average	Objective met: Apply a structured reasoning approach to identify which professional responsibilities remain irreducibly human when a given task becomes automatable. - Poor
Objective met: Analyze the educational challenge of teaching foundational skills, such as clinical reasoning, when AI can perform the underlying computation, and articulate why these skills still warrant deliberate instruction.	Objective met: Analyze the educational challenge of teaching foundational skills, such as clinical reasoning, when AI can perform the underlying computation, and articulate why these skills still warrant deliberate instruction. - Excellent	Objective met: Analyze the educational challenge of teaching foundational skills, such as clinical reasoning, when AI can perform the underlying computation, and articulate why these skills still warrant deliberate instruction. - Good	Objective met: Analyze the educational challenge of teaching foundational skills, such as clinical reasoning, when AI can perform the underlying computation, and articulate why these skills still warrant deliberate instruction. - Average	Objective met: Analyze the educational challenge of teaching foundational skills, such as clinical reasoning, when AI can perform the underlying computation, and articulate why these skills still warrant deliberate instruction. - Below Average	Objective met: Analyze the educational challenge of teaching foundational skills, such as clinical reasoning, when AI can perform the underlying computation, and articulate why these skills still warrant deliberate instruction. - Poor
Objective met: Identify practical implications for their own teaching or clinical practice and formulate questions to guide AI integration at their institution.	Objective met: Identify practical implications for their own teaching or clinical practice and formulate questions to guide AI integration at their institution. - Excellent	Objective met: Identify practical implications for their own teaching or clinical practice and formulate questions to guide AI integration at their institution. - Good	Objective met: Identify practical implications for their own teaching or clinical practice and formulate questions to guide AI integration at their institution. - Average	Objective met: Identify practical implications for their own teaching or clinical practice and formulate questions to guide AI integration at their institution. - Below Average	Objective met: Identify practical implications for their own teaching or clinical practice and formulate questions to guide AI integration at their institution. - Poor

Overall Learning Objectives

	Excellent	Good	Average	Below Average	Poor
Develop the skills necessary to effectively assess learner progress, provide timely and constructive feedback, and plan remediation strategies for struggling learners	Develop the skills necessary to effectively assess learner progress, provide timely and constructive feedback, and plan remediation strategies for struggling learners - Excellent	Develop the skills necessary to effectively assess learner progress, provide timely and constructive feedback, and plan remediation strategies for struggling learners - Good	Develop the skills necessary to effectively assess learner progress, provide timely and constructive feedback, and plan remediation strategies for struggling learners - Average	Develop the skills necessary to effectively assess learner progress, provide timely and constructive feedback, and plan remediation strategies for struggling learners - Below Average	Develop the skills necessary to effectively assess learner progress, provide timely and constructive feedback, and plan remediation strategies for struggling learners - Poor
Improved coaching and mentoring capabilities, educational scholarship, clinical care, and scholastic contribution to health sciences teaching and instruction	Improved coaching and mentoring capabilities, educational scholarship, clinical care, and scholastic contribution to health sciences teaching and instruction - Excellent	Improved coaching and mentoring capabilities, educational scholarship, clinical care, and scholastic contribution to health sciences teaching and instruction - Good	Improved coaching and mentoring capabilities, educational scholarship, clinical care, and scholastic contribution to health sciences teaching and instruction - Average	Improved coaching and mentoring capabilities, educational scholarship, clinical care, and scholastic contribution to health sciences teaching and instruction - Below Average	Improved coaching and mentoring capabilities, educational scholarship, clinical care, and scholastic contribution to health sciences teaching and instruction - Poor
Demonstrate an ability to teach and educate a diverse group of learners, assess their progress, provide communication in medical education, and obtain knowledge on competency based education	Demonstrate an ability to teach and educate a diverse group of learners, assess their progress, provide communication in medical education, and obtain knowledge on competency based education - Excellent	Demonstrate an ability to teach and educate a diverse group of learners, assess their progress, provide communication in medical education, and obtain knowledge on competency based education - Good	Demonstrate an ability to teach and educate a diverse group of learners, assess their progress, provide communication in medical education, and obtain knowledge on competency based education - Average	Demonstrate an ability to teach and educate a diverse group of learners, assess their progress, provide communication in medical education, and obtain knowledge on competency based education - Below Average	Demonstrate an ability to teach and educate a diverse group of learners, assess their progress, provide communication in medical education, and obtain knowledge on competency based education - Poor

How do you anticipate this activity will help you improve learner engagement? Please provide one or two specific examples.

Outcome 1: Outcome 2:

How will participating in this activity influence your teaching philosophy, instructional approach, or strategies for engaging learners? Please provide one or two specific examples.

Changes to philosophy:

Was the material presented in a manner that was free from commercial bias? *

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Was the material presented in a manner that was free from commercial bias? No - List commercial bias:

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