Between the Lines: Insights from the Annual ASAHP Conference

Over three dynamic days, thought-provoking keynotes and panel discussions explored the evolving landscape of higher education. From the shifting tides of federal policy to the transformative potential of artificial intelligence and the growing importance of interprofessional education and research, the event sparked deep reflection and forward-looking dialogue. These conversations set a compelling tone, challenging attendees to rethink, reimagine, and reshape the future of learning.

The conference opened with a Washington 2025 update that highlighted growing uncertainty in higher education as federal policies shift rapidly. Health professions programs face a changing regulatory landscape that threatens stability and demands adaptive strategies. Key challenges include potential changes to professional degree classifications, delays in annual appropriations, NIH funding caps, limits on diversity grants, and fluctuations in international enrollment.

While these issues pose risks, they also create opportunities for innovation. Recommendations emphasized the need for institutions to remain agile, strengthen advocacy networks, diversify revenue through private partnerships and philanthropy, and build alliances for research and resource sharing to navigate these changes effectively.

The keynote panel explored the evolving role of artificial intelligence in healthcare education, focusing on how institutions can prepare students for a dramatically different healthcare landscape by the years 2035 to 2050. Panelists Joseph Buhain, EdD and Rubin Pillay, PhD discussed the historical development of AI, its integration into current pedagogical frameworks, and its potential to reshape healthcare delivery. They emphasized the shift from traditional textbook-based learning to experience-driven and AI-enhanced education, highlighting tools like ChatGPT and Copilot. The conversation addressed the concept of co-intelligence, where humans and AI collaborate rather than compete, and stressed the importance of maintaining foundational clinical skills alongside technological advancements.

Looking ahead, the panel identified several transformative forces, including the emergence of artificial general intelligence and artificial super intelligence, bioconvergence through gene editing and regenerative medicine, and economic shifts driven by automation. They envisioned a future where hospitals are limited to acute care, and most healthcare is delivered through home-based systems supported by digital twins and humanoid robots. The panel also discussed challenges such as data quality, ethical implementation, and the preservation of critical thinking. Recommendations were offered for academic leaders, faculty, and students to begin adapting now, including hosting scenario workshops, incorporating AI-focused lectures, and encouraging critical engagement with AI tools. The discussion concluded with a call to action for educational institutions to embrace futuristic thinking while safeguarding essential human skills.

Discussions around artificial intelligence highlighted a growing concern about the rapid pace of AI integration in medical education, the lack of clear governance, and its potential impact on learners, educators, and healthcare systems. These conversations emphasized the need for thoughtful, inclusive, and forward-looking standards and ethical guidelines to ensure AI serves as a supportive tool rather than a disruptive force. In response to these challenges, the AAMC has developed guidance on the responsible use of AI in medical education, aiming to promote its ethical and effective implementation across institutions.

The 2025 ASAHP Annual Conference highlighted a strong emphasis on simulation-based learning as a key strategy for enhancing clinical skills, fostering interprofessional collaboration, and driving educational innovation. This focus was complemented by recurring themes such as communication, leadership, feedback, and curriculum development. Together, these priorities reflect the conference’s commitment to experiential learning, team-based practice, and preparing students for real-world healthcare environments.

Sessions highlighted interconnected themes shaping health professions education. Interprofessional Education (IPE) and collaborative practice were central, with strategies such as simulations, escape rooms, and experiential learning aimed at improving teamwork and addressing issues like fall prevention, disability care, and substance use stigma. These approaches aligned with innovative models to advance excellence in education, emphasizing leadership development and experiential learning. Emerging technologies featured prominently, including artificial intelligence for teaching and assessment, virtual reality and holoportation for immersive learning, and simulation-based methods for clinical and leadership training. Discussions also focused on redesigning education and practice to meet future healthcare needs, ensuring adaptability to evolving patient care models and technological advancements. Workforce development was another critical theme, addressing shortages through pipeline programs, faculty succession planning, and admissions practices designed to broaden access. Curriculum innovation included integrating social determinants of health, micro-credentials, and holistic student support models to enhance mental health and belonging. Additional sessions examined hidden curricula, inclusive practices for neurodivergent learners, and representation gaps in educational materials, promoting fair and accessible program design.