Learning objectives:

1. Describe the aspirations for feedback in medical education
2. Critically examine the challenges and shortcomings of feedback in clinical settings
3. Identify reasons for the difficulty in translating theory to practice where feedback is concerned
4. Suggest productive approaches to strengthening feedback practices

Chris Watling, MD, MMEd, PhD, FRCPC is the Chief Executive Officer of the Royal College of Physicians and Surgeons of Canada, and of Royal College Canada International.  Prior to starting as CEO in July 2024, he had a 25-year academic career at Western University in London, Canada, where he held several leadership positions including Associate Dean for Postgraduate Medical Education, Vice Dean for Education Scholarship and Strategy, and Director of the Centre for Education Research and Innovation.  A neurologist by clinical training, he holds a Masters in Medical Education from the University of Dundee and a PhD in Health Professions Education from Maastricht University. His research explores how and why feedback influences learning, and how medicine’s professional culture shapes its educational practices.

Learning objectives - By the end of this session, participants will be able to:

1. Understand the foundational concepts of reasoning models and agentic architectures that are essential for using AI for teaching tasks in 2026
2. Review what prompting strategies work -- and what is extraneous -- with these new classes of models
3. Develop a working model of basic (input/output) prompting, retrieval augmented generation, recursive prompting, "vibe coding," and AI agents
4. Get hands-on practice for several different use cases (e.g. create multiple choice questions, data analysis, "Vibe code" visualizations, workflows)

Dr. Rodman is a general internist and medical educator at Beth Israel Deaconess Medical Center (BIDMC) and an Assistant Professor of Medicine at Harvard Medical School. He is the Director of AI Programs at the Carl J. Shapiro Institute for Research and Education at BIDMC, and he leads the steering group for integration of AI into the medical school curriculum. Dr. Rodman's research focuses on clinical reasoning, medical education, and the integration of AI into triadic (patient-AI-physician) care models. He is the author of Short Cuts: Medicine, a featured instructor in MasterClass, and hosts the American College of Physicians podcast Bedside Rounds. 

Ever wonder why they call it Learning Curve? In this session we will explore how learning works at a fundamental level that applies widely throughout health professions education.  

The elements of a prototypical learning curve, including the latent phase, inflection points and asymptote, are described as they relate to competency development. We will discuss the implications of this evident non-linearity of learning in terms of effective instructional design all along the continuum. 

Dr. Pusic is an Associate Professor of Pediatrics and Emergency Medicine at the Harvard Medical School, a practicing Pediatric Emergency Medicine physician at the Boston Children’s Hospital, and Scholar in Residence at the Brigham Education Institute. He is also Director of the Research and Education Foundation at the American Board of Medical Specialties where he encourages scholarly approaches to certification of medical expertise.