The future of health professions education: Emerging trends in the United States
Open accessAbstract
In February 2020 when I was asked to submit some thoughts on trends in the future of health professions education, I had no idea that we were about to experience a once in a century pandemic that would profoundly change health care and the lives and education of health professionals in this country.As I write these personal reflections, we are still in the midst of the COVID-19 pandemic and cannot yet define what the "new normal" will be for health care, health professional education or society as a whole on the other side of the pandemic.Acknowledging this uncertainty, I believe that the trends I have identified will be more relevant than ever in the post-COVID world with some specific caveats.The six trends that I have identified for the future of health professions education are:
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It has been suggested that health professionals will be defined less by what they know and more by their ability to ask good questions, critically evaluate information, and maintain patient-centered vigilance.
“As information becomes increasingly accessible through technology, it has been suggested that health professionals will be defined less by what they know and more by their ability to ask good questions, critically evaluate information, and maintain patient-centered vigilance, as articulated back in 2020 [25] after projections in the growth of medical knowledge doubling in days and not years [26].”
From Integration of Artificial Intelligence Into a Medical Curriculum: Evolving Student Perceptions and Faculty Development Challenges (2026) · cites this paper as [25]
In the Introduction’s trend-six section (page unavailable), Thibault says technology can free clinicians for reasoning, communication, compassion, and empathy, and that future professionals must understand the strengths and limitations of AI. This supports the shift toward evaluating information and human-centered care, but the paper does not say professionals will be defined less by what they know or specifically emphasize asking good questions and patient-centered vigilance. (LLM, conf=0.83)
Experimental — accuracy not yet measuredAI could potentially expedite students' proficiency and entrustability achievement, enabling time-variable graduation into the health care workforce.
“These skills are essential for medical trainees before residency and AI could potentially expedite students’ proficiency and entrustability achievement, enabling time-variable graduation into the health care workforce [20-23].”
From Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence (2023) · cites this paper as [22]
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“Thibault [7] claims that health professions education is well underway as he says: “Hap-pily, I have witnessed in the past decade a significant openness and willingness to change in health professions education with notable experimentation in both prelicen-sure (undergraduate) and post-licensure…”
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Al-Muhanna, F. A., Albaker, W. I., Kuwaiti, A. A., Subbarayalu, A. V., Almuhanna, A., & AlQudah, A. A. (2022) · Electronic Journal of General Medicine · doi:10.29333/ejgm/12262 · Cited by 3 · see citing works
Lewis, A., Rhodes, S. D., Abraham, K. E., & Lievre, A. J. (2023) · Journal of Physical Therapy Education · doi:10.1097/jte.0000000000000279 · Cited by 3 · see citing works
Evaluating Social Determinants of Health Competency of Rehabilitation Clinical Staff and Students
Johnson, K. F., Mushunje, R., Norris, M., DeWitt, J., & Marulli, T. (2024) · Rehabilitation Research Policy and Education · doi:10.1891/re-23-16 · Cited by 3 · see citing works
Jared, B., & Hanna, K. J. (2024) · New Directions for Teaching and Learning · doi:10.1002/tl.20596 · Cited by 2 · see citing works
Balancing the voices of the Global South and North in shaping health professions education
Nyoni, C. N. (2024) · Medical Education · doi:10.1111/medu.15570 · Cited by 2 · see citing works
Undergraduate medical education amidst volatility, uncertainty, complexity, ambiguity
Camarata, T., Spizzieri, A., & Kulkarni, A. (2025) · Frontiers in Medicine · doi:10.3389/fmed.2025.1666718 · Cited by 2 · see citing works
Fitzpatrick, J. A., Chesbro, S. B., Jensen, G. M., Ambler, S. B., Bock, K. J., Dorsey, L. L., Harding, E., Harrington, K. L., Helton, K., Laux, C., et al. (2026) · Journal of Physical Therapy Education · doi:10.1097/jte.0000000000000465 · Cited by 2 · see citing works
Using AI in healthcare education: a rapid review and commentary
Hamed, R. T., & Van, D. (2026) · Frontiers in Rehabilitation Sciences · doi:10.3389/fresc.2026.1716654 · Cited by 2 · see citing works
Augeard, N., Bhanji, A., Miller, J., Bostick, G. P., Tousignant‐Laflamme, Y., Thomas, A., Amari, F., & Wideman, T. H. (2026) · Physiotherapy Canada · doi:10.3138/ptc-2025-0015 · Cited by 2 · see citing works
Hauer, K. E., Damodaran, A. K., Frank, J. R., Huwendiek, S., Marty, A., Richardson, D. L., Schumacher, D. J., Tanaka, P. P., Turner, T. L., & Rhoney, D. H. (2026) · Perspectives on Medical Education · doi:10.5334/pme.2573 · Cited by 2 · see citing works
Making the case for a sociology of dental education
Neville, P. (2023) · SSM - Qualitative Research in Health · doi:10.1016/j.ssmqr.2023.100336 · Cited by 2 · see citing works
Interprofessional Education and Essential Approach to Health care
Padilla, B. I. (2023) · Nursing Clinics of North America · doi:10.1016/j.cnur.2023.11.005 · Cited by 2 · see citing works
Yusoff, M. S. B. (2024) · Education in Medicine Journal · doi:10.21315/eimj2024.16.2.15 · Cited by 2 · see citing works
Custer, T. M. (2024) · Online Learning · doi:10.24059/olj.v28i3.4515 · Cited by 2 · see citing works
Karthik, S., Thakur, A., & Balasubramanian, K. (2024) · Medical Science Educator · doi:10.1007/s40670-024-02222-6 · Cited by 2 · see citing works
“…chronic disease-oriented clinical education, education in society determinants, continuum of lifelong learning by health care professionals, competency-based education and integration of Artificial Intelligence (AI) and information technology (IT) in health professions education and practice [2].”
Wiafe, E., Zimbwe, K. B., Mageto, S. N., Arao, S. G. O., Pourroy, B., Bilse, T., Chitedze, A. C., Mushininga, V. D., Fentie, A. M., Kamal, S., et al. (2025) · Journal of Oncology Pharmacy Practice · doi:10.1177/10781552251339593 · Cited by 2 · see citing works
Health professionalism and health profession education in the 21st century
Ploylearmsang, C. (2021) · MedEdPublish · doi:10.12688/mep.17425.1 · Cited by 2 · see citing works
“New technology, and AI, need to be applied for students to study and train for their professional practice in the health services as summarised by Thibault (2020) below: 1) The use of simulation in order to improve learning skills without having to practice on real patients can increase clinical…”
BackgroundKong, H.-J. G. (2023) · Korean Journal of Medical History · doi:10.13081/kjmh.2023.32.623 · Cited by 2 · see citing works
North, S., Jessen, J., Sicks, S., Friedrich, C. L., Salzman, B., Beran-Shepler, K. A., & Sick, B. T. (2024) · Journal of Interprofessional Education & Practice · doi:10.1016/j.xjep.2024.100698 · Cited by 2 · see citing works
MEDICAL TEACHER'S WORKLOAD AND ITS IMPACT ON STUDENTS LEARNING: A THEMATIC ANALYSIS
Ali, S., Mahboob, U., Muhammad, D., Arshad, S., Nadim, M., Aisha, I., Muhammad, G., Jahan, S., & Sultan, A. (2023) · Journal of Population Therapeutics and Clinical Pharmacology · doi:10.53555/jptcp.v30i19.3770 · Cited by 1 · see citing works
Khoo, X., & Sockalingam, N. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-53382-2_23 · Cited by 1 · see citing works
You can't study medicine part-time, can you?
Scarff, C. E., Cheshire, L., & Woodward‐Kron, R. E. (2023) · Focus on Health Professional Education A Multi-Professional Journal · doi:10.11157/fohpe.v24i3.615 · Cited by 1 · see citing works
2023 Pauline Cerasoli Lecture: It Takes a Village to Raise a Profession
Applebaum, D. L. (2024) · Journal of Physical Therapy Education · doi:10.1097/jte.0000000000000344 · Cited by 1 · see citing works
Lavalle, M. I. H., Gómez, A. A., & Garcia, L. A. M. (2024) · REVISTA COLOMBIANA DE TECNOLOGIAS DE AVANZADA · doi:10.24054/rcta.v2i44.2866 · Cited by 1 · see citing works
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Integrative Curriculum Assessment for Inclusion, Representation, and Equity (I-CAIRE)
Ackerman-Barger, K. W., Sebat, E., & Draughon, J. E. (2025) · MedEdPORTAL · doi:10.15766/mep_2374-8265.11501 · Cited by 1 · see citing works
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“Emerging developments, such as artificial intelligence, interprofessional education, changing student roles, and programmatic assessment illustrate just a few of the challenges faculty members face (Thibault 2020; Torre et al. 2022; Harden 2024).”
Jia, Z., Dai, D. W., Aryadoust, V., & Hua, Z. (2026) · Research Synthesis in Applied Linguistics · doi:10.1080/29984475.2026.2694603 · Cited by 1 · see citing works
Characteristics of Hybrid Learning Among Health Professions Programs: A Mixed-Methods Study
Gordes, K. L., Kulo, V. A., Cawley, J. F., & Kayingo, G. (2023) · The Journal of Physician Assistant Education · doi:10.1097/jpa.0000000000000529 · Cited by 1 · see citing works
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“Effective patient-provider communication, for example, entails learning patient health literacy, culture, and language (Cadenas et al., 2022; Thibault, 2020).”
Sheffer, C. E., Shevorykin, A., Lemos, R. F., Vantucci, D., Carl, E. M., Bensch, L., Marion, M., Erwin, D. O., Smith, P. H., Williams, J. M., et al. (2023) · Substance Abuse · doi:10.1177/08897077231200987 · Cited by 1 · see citing works
“30-32 In this context, a competency was defined as an observable, complex, multifaceted capability that can be learned and assumed to be composed of related knowledge, attitudes, and behavioral skills that together contribute its performance.”
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Lopez, L. C., & Guidry, M. (2024) · American Journal of Audiology · doi:10.1044/2024_aja-23-00273 · Cited by 1 · see citing works
Hamed, R. T., & Taff, S. D. (2024) · American Journal of Occupational Therapy · doi:10.5014/ajot.2024.050776 · Cited by 1 · see citing works
“T hese daring shifts are meant to prepare diverse, innovative, inquisitive learners to embrace the evolution of health care, emerging technology, and translational research in delivering quality, culturally relevant occupational therapy interventions (Thibault, 2020).”
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- Authors
- Thibault, G. E.
- Affiliations
- Harvard University (US)
- Corresponding author
- Thibault, George E.
- Venue
- FASEB BioAdvances
- Publisher
- Wiley
- Published
- 2020-09-23
- Volume
- 2
- Issue
- 12
- Pages
- 685-694
- ISSN
- 2573-9832 (ISSN-L)
- PMC
- PMC7734422
- OpenAlex
- W3049066843
- Cited by
- 140
- References
- 12
- Citations by year
- 2026: 20 · 2025: 23 · 2024: 35 · 2023: 34 · 2022: 14 · 2021: 13 · 2020: 1
- FWCI
- 11.59
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- FASEB BioAdvances (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Health Sciences › Health Professions › General Health Professions › Public Health Policies and Education
- Keywords
- health professions education, future trends, COVID-19 pandemic, healthcare transformation, post-pandemic healthcare, new normal
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