Book Club Session 5 - Questions

Provide a list of all of the questions that were asked and the answers that were given 

Based on the context provided, here are the main questions asked and answers given during the meeting: 

1. Question (UCI Compass Community of Practice): When it talked about structural disruption, it defined it as there being multiple technological changes. Do you feel that Academia is at that stage, or that stage is coming where there are multiple technological changes that will create big structural changes?

Answer (Michael Dennin): Dennin responded with "yes and no," explaining that while there have been technological changes in the past that universities survived, the current changes, especially in certification, may be more disruptive. He noted that some fields are already experiencing this disruption, but it's not uniform across all disciplines. 

2. Question (Rikke Ogawa): About the medical education community's shift towardsentrustableprofessional activities and then walking back from that model. She asked if anyone from the School of Medicine could speak to why a credentialing model might not be the route for everything. 

Answer: No direct answer was provided as there were no representatives from the School of Medicine present. 

3. Question (Tawana Washington): How do we prevent the digital divide from worsening at the UC or UCI level, making sure students have access to technology, especially considering the changing demographics of the student population?

Answer (Michael Dennin): Dennin emphasized the importance of being alert, tracking data, and being willing to experiment. He stressed the need to be aware of different student experiences and backgrounds, and to iterate on designs to better serve diverse student populations. He also highlighted the advantage of being at a research university with experts who can study these issues. 

4. Question (UCI Compass Community of Practice): Should higher education be giving back more to K-12 education in terms of getting students to think in bigger ways?

Answer (Patrick Hong): Hong responded that it depends on the context and the environment students come from. He emphasized the importance of making connections clear to students and helping them understand the relevance of what they're learning. 

These were the main questions and answers discussed in the meeting based on the provided context. 

Provide comments and insights around Rikke's question on medical education 

Based on the context provided, here are the key points and insights related to Rikke's question on medical education: 

1. Shift in medical education models: Rikke mentioned that the medical education community had been moving towards "entrustableprofessional activities" as a framework, moving away from the traditional Flexner 2+2 model.
2. Recent changes: Rikke noted that the AAMC (Association of American Medical Colleges) and LCME (Liaison Committee on Medical Education) seemed to have walked back from this newer model.
3. Question about credentialing: Rikke asked if anyone could speak to why a credentialing model might not be the route for everything in medical education.
4. Historical context: Rikke provided some historical background, mentioning that the current model of medical education has over a 400-year history.
5. Reasons for standardization: The current model was designed to move away from the apprenticeship model (where surgeons might be trained by barbers) to a more standardized way of communicating information.
6. Lack of current information: Rikke admitted to losing touch with the literature on this topic in recent years, suggesting that there might be ongoing changes or debates in the field that she's not aware of.
7. No direct answer: Unfortunately, no one in the meeting directly answered Rikke's question about why medical education might be moving away from a credentialing model.
8. Broader discussion on education models: While not specifically about medical education, the discussion that followed touched on themes of flexibility in education models, the need to adapt to changing student needs, and the importance of connecting learning to real-world applications.

Overall, Rikke's question highlighted the ongoing evolution and debates in medical education, reflecting broader discussions about how higher education as a whole needs to adapt to changing times and needs. However, the specific question about recent changes in medical education models remained unanswered in this meeting.