In 2000, Harden and Crosby described 12 roles of a teacher. This included the teacher as a facilitator, innovative instructor, effective mentor, role model, researcher, efficient clinician, adopter to technological advancements, curator of the content, diagnostic assessor, learner-centered navigator and professional coach, designer/engineer/architect/implementer of learning environment, and lifelong learner. This was followed by an article by Simpson et al. in 2018 that outlined job roles of the 2025 educator. Simpson et al. focused specifically on diagnostic assessor, content curator, technology adopter, learner-centered navigator and professional coach, clinician role model, and learning environment designer, engineer, architect, and implementer.

Only 3 years away from 2025, we see this role further changing as revealed by innovations during COVID-19 and the emerging rapid innovations of generative AI.

The global evolution of technological advances permeates both healthcare technology and education. Furthermore, the progression of these advancements creates generational changes in preferred learning methods and motivations in learning. As a result, health professions educators must also evolve to meet the needs created by technological changes.

In addition to the roles identified by Harden and Crosby and Simpson et al., competencies for health professions educators must also include:

  • Fluency in Technology: Merely adopting technology is insufficient; regular use is imperative for effectively teaching others utilization including creative solutions for its limitations and maximizing its potential. Developing confidence and proficiency in these platforms is essential for credibility and expertise.
  • Multi-modal Instructional Designer: The era of delegating learning content design to technologists is fading, as demonstrated during the COVID-19 pandemic. Acquiring the skills to independently develop learning materials like podcasts, videocasts, and video editing.
  • Edutainer: Evolving attention spans and exposure to alternative engagement methods, such as gaming, have reshaped learners' neuroscientific learning preferences. Short podcasts, videocasts, vibrant visuals, problem-solving exercises, incentives, and self-directed learning are favored by modern learners.

Our Health Professions Education students at MGH IHP have been engaged in studying, piloting, and practicing these new roles.