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The future of health professions education: Emerging trends in the United States
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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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“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]
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“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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Padilla, B. I. (2023) · Nursing Clinics of North America · doi:10.1016/j.cnur.2023.11.005 · Cited by 2
Yusoff, M. S. B. (2024) · Education in Medicine Journal · doi:10.21315/eimj2024.16.2.15 · Cited by 2
Custer, T. M. (2024) · Online Learning · doi:10.24059/olj.v28i3.4515 · Cited by 2
Karthik, S., Thakur, A., & Balasubramanian, K. (2024) · Medical Science Educator · doi:10.1007/s40670-024-02222-6 · Cited by 2
“…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
Health professionalism and health profession education in the 21st century
Ploylearmsang, C. (2021) · MedEdPublish · doi:10.12688/mep.17425.1 · Cited by 2
“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
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
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
Khoo, X., & Sockalingam, N. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-53382-2_23 · Cited by 1
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
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
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
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Integrative Curriculum Assessment for Inclusion, Representation, and Equity (I-CAIRE)
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Eidgahi, Z. N., Haghdoost, A. A., Golkar, M. H., & Dehnavieh, R. (2025) · European Journal of Futures Research · doi:10.1186/s40309-025-00259-3 · Cited by 1
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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
Characteristics of Hybrid Learning Among Health Professions Programs: A Mixed-Methods Study
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“Effective patient-provider communication, for example, entails learning patient health literacy, culture, and language (Cadenas et al., 2022; Thibault, 2020).”
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“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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“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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Metadata
- 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
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › 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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