Thursday, 30 April 2026

How Students Use AI and How Educators Can Leverage This to Enhance Learning: Practical Learner-Centered AI Skills for the Classroom - Pre-conference workshop, AMEE 2026

PCW 13 - How Students Use AI and How Educators Can Leverage This to Enhance Learning: Practical Learner-Centered AI Skills for the Classroom

https://amee.org/events/amee-2026/programme/amee-2026-pre-conference-activities/

Date: 23 August 2026

Time: 9:30 AM – 12:30 PM

Venue: Austria Center, Vienna

Fee: €104 + VAT

Presenters: Stella Goeschl1, Ken Masters2, Peter de Jong3, Poh-Sun Goh4, Kristina Pavloski5, Rakesh Patel6

1Imperial College London, London, UK. 2Sultan Qaboos University, Muscat, Oman. 3LeidenUniversity Medical Center, Leiden, Netherlands. 4National University of Singapore, Singapore, Singapore. 5European Medical Students’ Association (EMSA), Brussels, Belgium. 6St Mary’s University, Twickenham, London, UK

Background

Artificial Intelligence (AI) is rapidly transforming health professions education (HPE), from adaptive learning to AI-assisted assessment and curricular design. Educators are increasingly expected to understand and integrate these tools, yet many feel unprepared. Meanwhile, students experiment widely with generative AI, often without formal guidance.

This pre-conference workshop responds to the growing demand for practical AI training that aligns with learner needs. Led by members of the AMEE Technology-Enhanced Learning (TEL) Committee, it offers an introductory hands-on approach to integrating AI into teaching and assessment, covering AI tools, prompt engineering, and applications in learning and evaluation.

A unique feature is an interactive student Q&A panel, where health professions students share candid experiences with AI in learning and assessment. Participants will engage directly with students to co-create solutions, bridging perspectives and identifying practical opportunities and challenges.

The goal is to equip educators with a practical toolkit to use AI effectively and foster meaningful, learner-centered experiences.

Who Should Participate

Educators at all career stages seeking to apply AI in teaching or curriculum design; faculty developers and leaders integrating AI literacy institutionally; researchers and innovators in technology-enhanced learning; students or young professionals interested in shaping AI’s role in education.

Structure of Workshop

Introduction: Framing AI’s role in education in 2026 and its potential to enhance learner-centered design. (15 min)

Practical skills: Hands-on work with AI tools, prompt engineering, classroom or assessment applications. Several rounds of short demonstrations and guided practice. (60 min)

Discussion: Exploring broader applications, sharing cases, addressing institutional barriers. (15 min)

Break.

Student panel: Three HPE students share real-world AI use, followed by an interactive educator Q&A to discuss needs, opportunities, and concerns. (30 min)

Small-group work: Mixed student-educator teams to co-create practical, inclusive solutions. (30 min)

Reflection: Discussion of global perspectives. (15 min)

Debriefing & wrap-up: Key takeaways, listing actionable steps. (15 min)

Intended Outcomes

By the end of this workshop, participants will be able to:

Identify practical strategies for integrating learner-centered AI tools into teaching and assessment.

Compare student and educator perspectives and co-develop feasible solutions.

Take away concrete, context-specific action points for their own teaching practice and institutions.

Theme or Track

AI/Technology Enhanced Learning (TEL)

Phase of Education

Undergraduate and Graduate

Level of Workshop

Introductory

Wednesday, 29 April 2026

Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All - Focus Session, IAMSE 2026 Conference

https://julnet.swoogo.com/iamse2026/schedule

Name

Focus Session: Leveraging Generative AI for Open Education Resources (OER): Accelerating Accessible Health Professions Education for All

Date & Time

Sunday, 7 June 2026, 09:45 - 11:15

Speakers

Poh Sun GOH - National University of Singapore

Tao Le - University of Louisville

Elisabeth Schlegel - Western Atlantic University School of Medicine

Presentation Track(s)

Technology & eLearning

Presentation Topic(s)

Technology and eLearning

Description

Shared open education resources (OER) can address health professions education content development challenges driven by near-universal time and resource constraints while providing faculty development opportunities. Recent UNESCO education conferences have highlighted the global opportunity for generative AI to transform the development of OER. This interactive session will provide an overview of OER for health professions educators and provide hands-on strategies and generative AI tools for designing and developing high-quality OER. It will also address potential pitfalls and challenges with quality, critical appraisal, copyright and attribution issues when leveraging AI.

Historically, high-quality health professions education has been expensive to develop at scale and limited to major commercial or academic publishers. New digital platforms have accelerated the development of open education resources (OER) which evolved to address critical cost and accessibility issues in education globally. Notably, UNESCO has developed guidelines and policies supporting OER development at the country and institutional level. Emerging artificial intelligence (AI) tools, in particular, offer unprecedented opportunities to streamline content creation, personalize learning, and automate resource curation, further expanding equitable access to quality educational materials. UNESCO has highlighted these potential applications at the Third UNESCO World OER Congress in 2024 and the 2025 UNESCO Digital Learning Week Conference. Finally, novel shared curricular ecosystem platforms can standardize and facilitate the management of OER, empowering a global community of health professions educators to share, collaborate, and go further together. However, AI applications for curriculum design and development are often misunderstood, and educators have limited experience with quality, critical appraisal, copyright and attribution issues when leveraging AI.

https://medicaleducationelearning.blogspot.com/2025/11/strategies-for-developing-open.html

https://medicaleducationelearning.blogspot.com/2025/11/dynamic-duo-how-open-education-and.html

Wednesday, 4 March 2026

VR anatomy learning; VR procedural micro-skills; AR/MR in-situ simulation/workflow support; VR team communication scenarios

llustrative examples: Short examples showing modality-to-goal alignment and session structure: VR anatomy learning; VR procedural micro-skills; AR/MR in-situ simulation/workflow support; VR team communication scenarios.

Copilot

Below are short, illustrative examples showing modality‑to‑goal alignment and session structure for VR, AR, and MR in medical/health professions education. Each section includes references and links to real platforms or studies drawn from the search results above.

1. VR Anatomy Learning

Goal: Enhance 3D spatial understanding of anatomy, structure–function relationships, and mental rotation skills.

Why VR?

VR anatomy tools allow high‑fidelity 3D visualization, layer‑by‑layer dissection, and manipulation of structures in ways not possible with cadavers or 2D atlases. Evidence shows VR anatomy platforms improve learning efficiency and performance.

Human Anatomy VR reports >45% improvement in student performance and high learner satisfaction. [medicinevirtual.com]
3D Organon used by 600+ universities offers 18,000+ structures and interactive dissections for deep learning. [3dorganon.com]

👉 Examples / Links

Human Anatomy VR — https://www.medicinevirtual.com/ [medicinevirtual.com]
3D Organon — https://www.3dorganon.com/the-best-vr-anatomy-software/ [3dorganon.com]
MetaMedics VR Anatomy — https://metamedicsvr.com/immersive-vr/immersive-human-anatomy-in-virtual-reality/ [metamedicsvr.com]

Micro‑session Structure (20–30 min)

Orientation (3 min) – VR navigation, rotate/scale anatomy models.
Guided Tour (10 min) – Instructor-led exploration of regional anatomy (e.g., upper limb).
Independent Task (5–7 min) – Identify structures, trace neurovascular pathways, annotate.
Debrief (5–10 min) – Discuss variants, clinical correlations (fractures, compressions).

2. VR Procedural Micro‑skills

Goal: Build procedural competence through deliberate practice using immersive, repeatable simulations.

Why VR?

VR enables safe repetition, real-time feedback, and improved skill acquisition compared to traditional methods.

Systematic reviews show VR improves procedural accuracy and reduces errors versus conventional learning. [link.springer.com]
VR training improved OSATS procedural scores in chest tube insertion (RCT). [journals.sagepub.com]
VR enhances technical proficiency for key nursing procedures such as catheterization and feeding tube insertion. [mdpi.com]

👉 Examples / Links

Chest tube VR training study (Surgical Innovation) — https://journals.sagepub.com/doi/pdf/10.1177/15533506251334693 [journals.sagepub.com]
Immersive VR procedural training review (Frontiers) — https://www.frontiersin.org/journals/virtual-reality/articles/10.3389/frvir.2024.1402093/full [frontiersin.org]
Nursing procedural VR training (MDPI) — https://www.mdpi.com/2227-9032/12/11/1109 [mdpi.com]

Micro‑session Structure (30–40 min)

Pre‑brief (5 min) – Learning objectives + safety steps (e.g., sterile technique).
Guided VR Walkthrough (10–12 min) – Stepwise scaffolded practice with prompts.
Unassisted Practice (10–15 min) – Focus on angles, depth, sequence, error reduction; review metrics.
Debrief (10 min) – Automated + instructor feedback; set goals for next attempt.

3. AR/MR In‑Situ Simulation & Workflow Support

Goal: Improve context‑specific skills such as bedside procedures, crisis workflows, or equipment use within the actual clinical environment.

Why AR/MR?

AR/MR overlays contextual, real-time guidance (checklists, visuals, landmarks) onto the physical environment—ideal for point‑of‑care learning.

AR & MR shown effective across specialties, supporting technical and soft skills simultaneously (Frontiers editorial). [frontiersin.org]
AR widely used for surgical guidance and real‑time overlays of CT/MRI onto patient anatomy (FDA examples). [fda.gov]
AR supports immersive medical education and in-situ training with high learner engagement (Medical Futurist). [medicalfuturist.com]

👉 Examples / Links

AR for hemorrhage management training (Frontiers) — https://www.frontiersin.org/journals/digital-health/articles/10.3389/fdgth.2025.1669899/full [frontiersin.org]
AR in healthcare (Medical Futurist) — https://medicalfuturist.com/augmented-reality-in-healthcare-will-be-revolutionary [medicalfuturist.com]
FDA AR/VR medical device examples — https://www.fda.gov/medical-devices/digital-health-center-excellence/augmented-reality-and-virtual-reality-medical-devices [fda.gov]

Micro‑session Structure (10–15 min)

Setup (1–2 min) – Put on MR headset; load workflow module (e.g., airway, trauma).
AR Guidance (5–7 min) – Stepwise overlay: equipment visualization, patient positioning, medication prompts.
Team Integration (2–3 min) – Shared AR views for role clarity and situational awareness.
Micro‑debrief (3 min) – Identify delays, errors, communication patterns.

4. VR Team Communication Scenarios

Goal: Develop communication, leadership, and decision‑making skills in high‑stakes clinical situations.

Why VR?

VR provides a safe, repeatable environment for emotionally charged conversations, teamwork, and crisis management.

VR simulations significantly improve communication confidence, decision-making self‑efficacy, and engagement among medical students (BMC Med Educ 2025–2026 studies). [link.springer.com], [link.springer.com]
VR immersive communication training fosters empathy, active listening, and readiness for difficult conversations (Scienmag report). [scienmag.com]

👉 Examples / Links

VRPatients™ communication study — https://link.springer.com/article/10.1186/s12909-025-08507-7 [link.springer.com]
VR communication confidence study — https://link.springer.com/article/10.1186/s12909-025-08384-0 [link.springer.com]
VR communication skills news report — https://scienmag.com/boosting-medical-students-communication-with-vr-simulations/ [scienmag.com]

Team Scenario Structure (20–30 min)

Pre‑brief (5 min) – Define roles (team lead, airway, compression, medication).
VR Scenario (10–12 min) – Deteriorating patient requiring closed‑loop communication, escalation, delegation.
Playback-supported Debrief (10–15 min) – Review communication loops, clarity, leadership actions.

Summary Table (At-a-Glance)

Modality	Example Goal	Supporting Evidence	Example Platforms
VR Anatomy	3D spatial understanding	Improved student performance & satisfaction in VR anatomy platforms [medicinevirtual.com]	Human Anatomy VR, 3D Organon
VR Procedural Skills	Micro‑skills, technical proficiency	VR improves OSATS scores, skill acquisition, & confidence in RCTs and reviews [journals.sagepub.com], [link.springer.com]	Osso VR, nursing VR sims
AR/MR In‑Situ	Workflow, crisis, POC guidance	AR improves procedural precision & supports in-situ learning [frontiersin.org], [fda.gov]	AR surgical overlays, MR workflow tools
VR Team Communication	Communication, teamwork, leadership	VR improves communication confidence & engagement [link.springer.com], [link.springer.com]	VRPatients™, custom VR comms sims