Bridging the Gap between the Technological Singularity and Mainstream Medicine: Highlighting a Course on Technology and the Future of Medicine | Zendy

Kim Solez | Zendy; Ashlyn Bernier | Zendy; Joel Crichton | Zendy; Heather Graves | Zendy; Preeti Kuttikat | Zendy; Ross Lockwood | Zendy; William F Marovitz | Zendy; Damon Monroe | Zendy; Mark J. Pallen | Zendy; Shawna Pandya | Zendy; David Pearce | Zendy; Abdullah Saleh | Zendy; Neelam Sandhu | Zendy; Consolato Sergi | Zendy; Jack A. Tuszyński | Zendy; Earle H. Waugh | Zendy; Jonathan White | Zendy; Michael T. Woodside | Zendy; Roger Wyndham | Zendy; Osmar R. Zaı̈ane | Zendy; David Zakus | Zendy

Open Access

Bridging the Gap between the Technological Singularity and Mainstream Medicine: Highlighting a Course on Technology and the Future of Medicine

Author(s) -

Kim Solez,

Ashlyn Bernier,

Joel Crichton,

Heather Graves,

Preeti Kuttikat,

Ross Lockwood,

William F Marovitz,

Damon Monroe,

Mark J. Pallen,

Shawna Pandya,

David Pearce,

Abdullah Saleh,

Neelam Sandhu,

Consolato Sergi,

Jack A. Tuszyński,

Earle H. Waugh,

Jonathan White,

Michael T. Woodside,

Roger Wyndham,

Osmar R. Zaı̈ane,

David Zakus

Publication year - 2013

Publication title -

global journal of health science

Language(s) - English

Resource type - Journals

eISSN - 1916-9744

pISSN - 1916-9736

DOI - 10.5539/gjhs.v5n6p112

Subject(s) - mainstream , bridging (networking) , accreditation , engineering ethics , course (navigation) , medical education , discipline , medicine , computer science , sociology , engineering , political science , social science , computer security , aerospace engineering , law

The "technological singularity" is defined as that putative point in time forecasted to occur in the mid twenty-first century when machines will become smarter than humans, leading humans and machines to merge. It is hypothesized that this event will have a profound influence on medicine and population health. This work describes a new course on Technology and the Future of Medicine developed by a diverse, multi-disciplinary group of faculty members at a Canadian university. The course began as a continuous professional learning course and was later established as a recognized graduate course. We describe the philosophy of the course, the barriers encountered in course development, and some of the idiosyncratic solutions that were developed to overcome these, including the use of YouTube audience retention analytics. We hope that this report might provide a useful template for other institutions attempting to set up similar programs.

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