In this session Dr. Meeks will discuss how all faculty and students need to look at how (and how much) the system can be reformed, and how some areas may not have as much give. How do we help students navigate these areas? Is there a way to help instill resilience or guide students to self-identify resilient qualities that will assist them as they move through medical education?  Are there unique ways we can alter the system to help students, and are there other adjustments to think about to help students in this new age?

In this session, speakers from three different schools (one new, one established, and one international) will share their unique experiences and perspectives navigating curricular reform.

A brief overview of the existing AI landscape will be presented followed by some considerations related to the impact evolving AI will have on medical education and the potential downstream blowback related to consequences that were either overlooked, ignored, or unforeseen. Discussion breakout sessions will take place followed by a regroup to review what was discussed in each of the breakout sessions.

Learning objectives

• Recognize that stigmatizing language in clinical documentation and oral presentations can propagate bias from one clinician to another, deleteriously influencing diagnostic and treatment decisions
• Identify stigmatizing language within a sample written clinical vignette
• Revise a written vignette to use person-first, antioppressive language

Documentation and oral presentation serve several critical functions within a clinical team. Depending on how patients are described, including historically stigmatized descriptors, clinicians may perpetuate the codification of racial disparities in service delivery, teaching trainees racist ideas and communicating biases to other clinicians. Current research has shown that documentation has the power to influence diagnostic and treatment decisions independent of other factors. In this session, participants will recognize that stigmatizing language in clinical documentation and oral presentations can propagate bias from one clinician to another, deleteriously influencing diagnostic and treatment decisions. And, participants will reflect on anti-racist documentation practices using sample vignettes and case examples.

This workshop will delve into the role of pre-matriculation programs and student mentoring in fostering medical student success when transitioning into medical school and during their first year. We will discuss how we designed our pre-matriculation program to evaluate and address the various needs of incoming medical students. This session will equip attendees with the knowledge and tools to develop pre-matriculation programs at their respective institutions to enhance student preparedness by sharing an overview of our program and the lessons we have learned. We conclude by examining the importance of continuous support beyond pre-matriculation, emphasizing the role of mentoring in helping students establish a sense of belonging and confidence during their first year.