In this episode of CLIMEcast, CLIME Associate Director Kate Mulligan speaks with Dr. Nitin Seam, Professor of Medicine at the University of Maryland School of Medicine and a nationally recognized leader in pulmonary critical care and medical education research, on the opportunities and risks of artificial intelligence in medical education.

Drawing on his research and clinical experience, Dr. Seam explores how AI can personalize learning and address knowledge decay, a persistent challenge in medical training, where foundational knowledge gained early in medical school often diminishes significantly by the time trainees reach fellowship. He discusses his work using AI to generate high-quality assessments in complex clinical topics, and the potential for lifelong learning portfolios that adapt to individual learners over time.

The episode also turns a careful eye toward risk. Dr. Seam unpacks the concepts of de-skilling, never-skilling, and mis-skilling ways AI use can quietly erode or prevent the development of core clinical competencies and raises questions about overreliance, screen time, deep thinking, and the importance of keeping humans in the loop. Together, he and Kate reflect on what it means to be a medical educator in an AI-shaped future, and why studying how we use these tools is just as essential as using them.

In this episode of CLIMEcast, CLIME Associate Director Kate Mulligan moderates a live Conversation Café with CLIME leaders Addie McClintock and Justin Bullock, exploring their Academic Medicine paper “Our House Won’t Rebuild Itself: Peace, Love, and Hope as Tools to Transform Graduate Medical Education.”

Drawing on scholarship, lived experience, and audience dialogue, the conversation examines how graduate medical education systems can unintentionally perpetuate harm through pain, silence, and despair—particularly for trainees experiencing identity-based harms. Drs. McClintock and Bullock discuss the house metaphor at the heart of the paper, unpacking how bias, assessment practices, professionalism norms, and power structures shape learning environments.

The episode also focuses on pathways forward. Together, the speakers explore how peace, love, and hope can serve as practical tools for rebuilding learning environments while we are still living in them—emphasizing psychological safety, identity safety, belonging, and growth-oriented assessment. Audience questions deepen the discussion, addressing faculty wellbeing, institutional accountability, and realistic strategies for everyday clinical teaching. The result is a thoughtful, candid exploration of what transformative change in medical education can look like, at both the individual and structural levels.

In this episode, CLIME Associate Director Kate Mulligan speaks with Dr. Douglas Lane, a board-certified clinical and geropsychologist and Clinical Professor at the University of Washington School of Medicine, about the subtle and overt ways ageism shows up in healthcare.

Drawing on decades of experience working with older adults, Dr. Lane discusses how age-related assumptions affect clinical decision-making, communication, and trainee development. He and Kate explore provider reactions to aging, how transference and countertransference influence care, and practical approaches to building age-inclusive, dignity-centered clinical environments. The conversation also touches on healthy aging, modeling age-awareness for learners, and steps healthcare systems can take to better support older adults.