SHM Converge Scientific Abstract ePoster Gallery-Innovating Clinical Education With Ai Assisted Micro Teaching and Faculty Development

Pdf Summary

This project addressed inconsistent inpatient afternoon teaching in internal medicine, where faculty and residents had very different perceptions of how often teaching occurred. Baseline data showed a large gap: 33.3% of faculty said afternoon teaching happened “almost always,” compared with only 2.9% of residents. Barriers included heavy clinical workload, lack of protected time, and variable confidence in teaching.<br /><br />To improve this, the team implemented a structured daily 2:00 PM micro-teaching model, with 10–15 minute case-based sessions built around standardized templates. They also introduced an AI teaching assistant that converts patient cases into clinical questions, evidence-based teaching points, and clinical pearls in real time. Faculty development was supported through live workshops, ACP curriculum resources, QR code-based monitoring, and participation tracking.<br /><br />Early results over six months showed improved teaching consistency, a narrowing of the faculty-resident perception gap, and increased faculty comfort using AI-assisted teaching tools. The project concluded that combining a structured teaching schedule with AI support can strengthen clinical education without requiring major additional time or resources. The approach appears scalable and may help sustain a stronger educational culture in busy inpatient settings.

Asset Subtitle

Anas Bizanti

Meta Tag

Author List Anas Bizanti, Andrew Lurie, Luis Daniel Lugo Rosado, MMrhaf Alsamman, Sophia Vozza

Category Innovations

Concept Inpatient Afternoon Teaching

Concept Faculty-Resident Perception Gap

Concept Microteaching

Concept Faculty Development

Concept Quality Improvement

Distinguished Non-Finalist

Presenter Organization Lakeland Regional Hospital

Presenting Author Anas Bizanti

Track Education

Keywords

inpatient teaching

internal medicine

micro-teaching

AI teaching assistant

case-based learning

faculty development

resident education

clinical education

teaching consistency

protected time

Inpatient Afternoon Teaching

Faculty-Resident Perception Gap

Microteaching

Faculty Development

Quality Improvement