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Mayo Clinic Educator's Central

Mayo Clinic Educator's Central

By: Mayo Clinic
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Summary

 Instructional design and development podcast from Mayo Clinic eLearning CenterMayo Clinic
Episodes
  • In Practice: The 5-Minute Education Playbook (EP:46)

    In Practice: The 5-Minute Education Playbook (EP:46)
    May 1 2026

    In Practice: The 5-Minute Teaching Playbook (EP:46)
    With Stacy Craft, M.Ed

    What can we realistically teach in five minutes?

    In environments where time is limited and demands are constant, educating rarely happens in structured sessions. It happens in motion. And yet, these brief moments hold more potential than we often realize.

    In this “In Practice” episode, we explore what meaningful teaching can look like when time is constrained. Drawing from experiences working alongside educators, we explore how narrowing focus, making thinking visible, asking purposeful questions, and closing the loop can transform everyday interactions into powerful learning moments. Rather than adding more to already full schedules, this episode invites us to rethink where learning is already happening, and how small, intentional shifts can shape how learners think, reason, and grow. Because five minutes isn’t enough for everything. But it might be enough for what matters most.

    Questions? Feedback? Ideas? Contact us at edufi@mayo.edu
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    9 mins
  • From Literacy to Savviness: Rethinking How We Learn with AI (EP:45)

    From Literacy to Savviness: Rethinking How We Learn with AI (EP:45)
    Feb 7 2026
    From Literacy to Savviness: Rethinking How We Learn with AI (EP:45) With Chris Minter, PHD How do we stay thoughtful, skilled, and grounded as AI accelerates faster than our instincts can adapt? In this episode, we explore the shift from simply knowing about AI to becoming truly savvy in how we use it. Chris Minter invites us to consider how contextual inputs, desired outputs, and intentional engagement shape our ability to think clearly in an age of intelligent tools. Together, we examine the balance between efficiency and depth, the risks of over‑reliance and “AI slop,” and the importance of protecting our own voice, judgment, and craftsmanship as educators and learning leaders. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editing: Celina Bertoncini Additional Resources: Conrad, K., & Kamperman, S. (2025). Building critical AI literacy: An approach to generative AI. Thresholds in Education, 48(2), 142–158. Open PDF: https://academyforeducationalstudies.org/wp-content/uploads/2025/09/conrad-kamperman-final-1.pdfBiagini, G. (2025). Towards an AI‑literate future: A systematic literature review exploring education, ethics, and applications. International Journal of Artificial Intelligence in Education, 35, 2616–2666.Mills, K., Ruiz, P., Lee, K., Coenraad, M., Fusco, J., Roschelle, J., & Weisgrau, J. (2024). AI literacy: A framework to understand, evaluate, and use emerging technology. Digital PromiseSun, Y. (2026). Conceptualizing critical AI literacy in writing education: Power dynamics in Chinese EAL students’ negotiations with GenAI. Applied Linguistics Review. Advance online publication.Aleman, E., Martínez, R., Dilek, M., & Baran, E. (2025). Directions for navigating critical AI literacy in teacher education. Journal of Computing in Higher Education, 37, 1460–1488.Wulff, P., & Kubsch, M. (2025). Learning against the machine: The double‑edged sword of (Gen)AI in STEM education. International Journal of STEM Education, 12, Article 66.Deep, P. D., & Chen, Y. (2025). The role of AI in academic writing: Impacts on writing skills, critical thinking, and integrity in higher education. Societies, 15(9), 247.Oc, Y., Gonsalves, C., & Quamina, L. (2025). Generative AI in higher education assessments: Examining risk and tech‑savviness on student adoption. Journal of Marketing Education, 47(2), 138–155.Giannakos, M., Azevedo, R., Brusilovsky, P., Cukurova, M., Dimitriadis, Y., Hernández‑Leo, D., Järvelä, S., Mavrikis, M., & Rienties, B. (2025). The promise and challenges of generative AI in education. Behaviour & Information Technology, 44(11), 2518–2544.
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    36 mins
  • Co-Creating Care: Lessons from the Stage (EP:44)

    Co-Creating Care: Lessons from the Stage (EP:44)
    Dec 17 2025
    Co-Creating Care: Lessons from the Stage (EP:44) With Marco Antonio de Carvalho Filho, MD, PHD If medical education is meant to prepare people for the emotional realities of patient care, what might change if we taught students not only to do the work, but to fully inhabit the person they are becoming while doing it? Join host Stacy Craft, and guest Professor Dr. Carvalho Filho, as we explore an unexpected but deeply powerful intersection: the meeting of theater and medical education. Dr. Marco shares how the traditions of the stage, presence, imagination, emotional awareness, and co-creation, offer transformative possibilities for how we train future clinicians. Through stories of working with actors, facilitating embodied learning, and creating safe spaces for vulnerability, he reveals how theater can move education beyond checklists and simulations into something far more human. We discuss why presence matters more than prescribed communication “skills,” how students can reclaim their identities while learning to care for others, and why cultivating joy, curiosity, and emotional resilience may be essential to the health of both clinicians and the profession itself. From co-constructed simulations to long-form theatrical workshops, this episode invites us to rethink what meaningful learning and meaningful care can look like. Questions? Feedback? Ideas? Contact us at edufi@mayo.edu Audio Editing: Celina Bertoncini Additional Resources: Medical Education Empowered by Theater (MEET)Batista, M. P., & Rios, I. C. (2020). Medical education empowered by theater: The MEET model. Academic Medicine, 95(4), 578–583. https://pubmed.ncbi.nlm.nih.gov/32134785/ Curtis, F., Lamont, Z., & Waldman, O. (2024). Zoom improv is accessible and enhances medical student empathy: A randomized controlled study. BMC Medical Education, 24, Article 6017. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-024-06017-6 Vigone, G., et al. (2025). Medicine at theatre: A tool for well-being and health-care education. BMC Medical Education, 25, Article 6793. https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/s12909-025-06793-9.pdf Sato, B., & Pinho, V. (2020). Forum theatre as a teaching strategy in health care education. BMC Medical Education, 20, Article 1965. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-1965-4 Rzepka, M., & Jagielski, P. (2025). Investigating the influence of role-playing on empathy and perspective-taking in medical learners. Perspectives on Medical Education, 14(1). https://pmejournal.org/en/articles/10.5334/pme.1482 Song, H. J., & Lee, S. (2025). Could empathy be taught? A systematic review of empathy training in medical education. Journal of Medical Systems, 49, Article 2144. https://link.springer.com/article/10.1007/s10916-025-02144-9 Thompson, R., & Vyas, K. (2024). The effectiveness of immersive virtual reality in teaching empathy to health-care students. Virtual Reality, 28, 1019–1032. https://link.springer.com/article/10.1007/s10055-024-01019-7 Shapiro, J., Morrison, E., & Boker, J. (2011). Using medical humanities to teach empathy to medical students: A scoping review. Journal of General Internal Medicine, 26(8), 981–987. https://pubmed.ncbi.nlm.nih.gov/21268921/
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    43 mins
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