AI-Opportunities in Teaching Healthcare Professionals Today

Gil Figueiredo is the Deputy Head of Education at James Paget University Hospitals NHS Foundation Trust, bringing over a decade of intensive care nursing experience. After qualifying as a nurse in Portugal in 2011, Gil worked in the UK and Saudi Arabia. He specialised in intensive care and became a resuscitation officer and then led the resuscitation team. Currently, Gil oversees a team of educators and is involved in all nursing and clinical education programs at James Paget University Hospitals NHS Foundation Trust, leveraging his background as a practicing nurse and resuscitation leader.

Through this article, Gil highlights the challenges in healthcare education posed by adult learners’ constraints and the increasing role of simulation, AI and e-learning in facilitating more customised and flexible training experiences.

What are some of the challenges that arise when providing education and training in the healthcare field?

One of the main challenges in providing education in the healthcare field goes along the challenges of adult learning. There are time constraints and competing priorities that make it difficult for working professionals to set aside time for continuing education and training. We live in a demanding society today where people struggle to balance many responsibilities. This issue very much applies in healthcare as well. 

A key challenge in effectively educating adults in healthcare is appreciating differences in learning styles and needs. As leaders and educators, it is our responsibility to tailor our training programs and teaching styles to accommodate these differences. This may involve offering group-based and even one-on-one sessions to provide the right learning experience for each individual. 

Supporting a culturally diverse workforce also poses some challenges. With healthcare professionals coming from various cultural backgrounds, countries and religions, our trainers and instructors need to have strong cultural awareness and adapt their instruction methods to resonate across audiences.

“We are seeing increasing demand for simulation and virtual reality even at lower fidelity levels. Hands-on learning tends to resonate more across most learners compared to pure lectures.”

Empathy is crucial when educating healthcare professionals. We must understand that learners may be dealing with personal issues below the surface that could impact their ability to focus and retain information. Rather than making assumptions, it is best to privately speak to anyone struggling, offer feedback and support, uncover any background challenges and further adapt their learning plan as needed. This learner-centric approach is demanding on trainers but critical to success.

Overall, ‘one-size-fits-all’ education will not work in healthcare. Educators must remain flexible, adaptive and sensitive to the unique needs and constraints of our diverse adult learners. This is how we can optimise engagement and outcomes.

How do you navigate the balance between theoretical knowledge and practical skills training while conducting educational programs?

In healthcare education, it is essential to have both theoretical knowledge and practical skills. However, we must understand the different learning styles of our students and facilitate personalised training. Some people prefer reading to absorb information while others like to learn hands-on. 

Given healthcare’s complexity, we cannot separate theory and practice–both are critical. In recent years, technology like simulation, virtual reality and augmented reality has enabled us to bridge this gap. After gaining a theoretical foundation, learners can practise skills in an extremely realistic but safe environment without putting actual patients at risk. This is the direction we are moving towards with high-fidelity simulation. They take this theoretical base and implement it through in-person simulation and practise. Within financial constraints, we provide as much high-fidelity simulation as possible to enable realistic yet safe skill building.

We also recognise healthcare professionals have demanding careers and personal lives. There is a need to promote flexible, self-paced e-learning that students can complete on their own schedule–at home or during work breaks. This still provides the necessary knowledge while accommodating their lifestyle. 

The blended learning approach—flexible e-learning for theory and immersive simulation for practice—is key. It engages healthcare students with various learning needs despite their busy schedules and ensures competency. It represents the future of effective healthcare education.

How do you think educators should tailor their education materials to facilitate a better learning experience following the growing role of AI and VR?

Transitioning to more simulation-based training is certainly one of the key challenges. Simulation is often more engaging for learners compared to classroom lectures. But, for educators with years of experience conducting class-room lectures, shifting to facilitating simulation or high-fidelity simulations requires change management.

The main barrier is the significant costs involved. Simulation equipment and kits come with a very high costs, as well as the need for simulation technicians to assist with the sessions. As the NHS, we aim to be mindful of finances even though we recognise simulation’s benefits.

In terms of materials, we can create simulation scenarios tailored to the learners’ needs. For virtual reality, we purchase reputable existing packages from technology companies. The onus is on them to continue advancing these offerings. For our educators, first, we emphasise that simulation is the future and enhances learning and engagement. Next, we provide training to ensure they are competent at delivering simulation-based teaching themselves and we constantly assess our programs to ensure high quality.

We are seeing increasing demand for simulation and virtual reality even at lower fidelity levels. Hands-on learning tends to resonate more across most learners compared to pure lectures. As patient safety and outcomes are important, investment in simulation is key despite the financial barriers. Our priority is equipping our educators to leverage these technologies effectively.

Keeping these developments in mind, how do you see the healthcare evolution evolving in the next 5 to 10 years?

I believe artificial intelligence will significantly impact healthcare education and allow for more personalised training tailored to individual learners’ needs. While the prospect of AI entirely replacing some courses is concerning, healthcare education stands to gain tremendously from AI’s capabilities to customise content. Undoubtedly, AI will drive the biggest innovations in healthcare education over the next decade. I expect the growth of high-fidelity simulation to continue rising as a key component of experiential learning in healthcare. Simulation provides a safe yet practical environment to develop clinical skills.

The COVID-19 pandemic also highlighted the feasibility and flexibility of e-learning for theory-based instruction. Although face-to-face training has merits, e-learning enables self-paced and remote learning that better suits working professionals. We can effectively convey conceptual messages through online mediums.

Simulation is already entrenched, while AI and online learning will likely become further embedded to facilitate personalised, competency-based training that accommodates different learning needs–particularly for theoretical content. These areas will shape the next phase of evolution in healthcare education.

What advice would you like to give to your fellow healthcare professionals who aim to excel in this field?

Healthcare is evolving rapidly and healthcare professionals must adapt skills accordingly. While clinical competence, ethics and communication remain foundational, technological proficiency has become crucial to effectively leverage various systems and equipment. As providers within culturally diverse health systems like the NHS, enhancing cultural awareness is also vital to providing patient-centred care.

Ambition and commitment remain key qualities to succeed in healthcare. As both an international nurse and educator, I believe one must stay hungry to continuously learn, refine one’s practise and uphold the highest standards of care. Though the specific competency demands may shift over time, possessing personal drive and dedication to excellence are timeless requirements for impactful healthcare professionals, educators and learners alike.

Embracing change and flexibility will allow us to augment the traditional knowledge and values at our profession’s core with emerging technical and sociocultural proficiencies most relevant to current healthcare delivery. This willingness to upskill ourselves while staying grounded in ethical, compassionate foundations is how we continue pushing for healthcare progress.