The WFME World Conference

Press release on the worldwide WFME and (IMEAc) Conference on

"Health for All – through quality medical education",

Bangkok, Thailand, 25-28.05.2025

     The conference of the World Federation of Medical Education (WFME) and the Institute of Accreditation of Medical Education (IMEAc) on the theme "Health for all through quality Medical Education" was held at the Centara Grand & Bangkok Convention Centre at Central World Hotel. The event brought together world leaders in the field of medical education, including educators, regulators and government representatives, with a special focus on patient opinions and intersectoral collaboration.

The conference was attended by over 1,200 people from all over the world. In addition to representatives of the WFME and Imac, international organizations, scientific and medical institutions, universities in the field of medicine and healthcare, various stakeholders in the field of medical education participated in the conference, such as: 

• evaluators;

• developers of educational programs;

• Accreditation agencies;

• Teachers (all levels);

• patients;

• Students and interns;

• Other people interested in medical education.

    The conference was sponsored by many well-known international organizations that presented exhibition stands. For example, the diamond sponsors of the conference were: ACGME Global Services and ACGME International, the Saudi Commission for Medical Specialties (SCFHS) with an exhibition on:

"Support for globally competitive healthcare professionals", the leading INTEALH Pathology Laboratory with an exhibition: "Advancing the global healthcare workforce." McGraw Hill was the gold sponsor of the conference with the exhibition:

"Support for continuing education". The conference was also sponsored by the National Council of Medical Experts (NBME), Riphah International University with the exhibition "An excellent Institution dedicated to Excellence in Education and Research", the International Congress of Academic Medicine (ICAM), the Royal College of Physicians and Surgeons of Canada, the Royal College of Canada, the International Association of Teachers of Medical Sciences, the Medical College of the Korean University with the exhibition "Medical Education, artificial Intelligence, competence", AMBOSS with the exhibition "Resources for Teaching, the study and practice of medicine", Guberner Plastinate GmbH with the exhibition "Real Anatomy for Learning", with the exhibition "An intelligent learning tool for mastering concepts in medicine".

    The conditions for the conference were exceptionally good. The hall is spacious, you can walk behind the backs of those sitting, sit in empty seats or leave. The acoustics are excellent, the sound is clear, without distortion, there is no echo, and the audibility is good. 3 huge screens for presentations and videos. 6 microphones that can be easily accessed from anywhere in the room. There's writing paper, pencil, water, and candy in every place. The conference was opened on 05/25/2025. On 26-27 .05.2025 there were 4 sessions, on 28.05.2025 there were 2 sessions. There were several speakers at each session, and after the presentation they stayed on stage and could then be asked questions. The sessions were sometimes delayed due to the abundance of questions. After 2 sessions, we went for lunch, and after the other sessions, we had a coffee break.

The conference focused on the most important topic: achieving health for all through high-quality medical education. The conference organizers believe that providing healthcare professionals with the most effective knowledge and skills makes it possible to provide exceptional patient care and promote a healthier future for all population groups.

The conference focused on the most important topic: achieving health for all through high-quality medical education. The conference organizers believe that providing healthcare professionals with the most effective knowledge and skills makes it possible to provide exceptional patient care and promote a healthier future for all population groups.

Key topics of the conference:

What will medical education look like in the future: who should be at the negotiating table? What will be the evolving landscape of medical education?  It will highlight the importance of engaging diverse stakeholders, such as patients, communities, students, governments, healthcare institutions, and educators, to shape the future of our field.

Maximize the health impact of health education: We will explore in detail how health education can be aligned with critical global initiatives such as the IHI Quintuple Aim, the WHO Workforce 2030 strategy, and the 3P Safety and AAAQ approach, ensuring that health professionals are ready to meet the needs of all segments of the population.                                        

Does accreditation of medical education matter? Howcanwe collaborate with the medical education accreditation research community to study the impact and effectiveness of accreditation in improving the quality of medical education?

The organizers of the conference called on the participants to take the following actions:

Engage with a diverse community of medical education leaders, innovators, enthusiasts, and reformers.

• Explore the cutting-edge trends and best practices shaping the future of medical education.

• Get valuable information from internationally renowned experts through presentations, seminars and symposiums.

• Initiate inspiring discussions on the most important topics affecting global medical education.

• Build strong connections with colleagues who share your passion for advancing healthcare through quality education.

    As event sponsors, ACGME-I and its partner ACGME Global Services engaged visitors to their booth through conversations, interactive modules, and a special video dedicated to all ACGME-I accredited sponsoring organizations.

Dr. James Arrigi, President and CEO of ACGME-I, and Dr. Lorraine Lewis, Executive Director, held special sessions at the booth where they talked about ACGME-I accreditation, and Dr. Halah Ibrahim, Vice President of International Relations, held a special session on medical education research.

Dr. James Arrigi, President and CEO of ACGME-I, and Dr. Lorraine Lewis, Executive Director, held special sessions at the booth where they talked about ACGME-I accreditation, and Dr. Halah Ibrahim, Vice President of International Relations, held a special session on medical education research.

    One of the central topics of the conference was "The impact of artificial intelligence on medical education: - Educational innovations and ethical challenges. Dr. Peter J. M. de Jager from the Leiden University Medical Center (the Netherlands) defined in his report "Artificial intelligence is a technology that allows a computer to perform "human" functions." Generative artificial intelligence (AI) can generate new content: text, images, videos, sounds, codes, 3D design. and others . The question is how to make the best use of this in education. Job evaluation should be done by humans, not AI.

It is necessary to train students in the proper use of AI and to train teachers to understand the possibilities and limitations of AI. Prohibit the writing of essays and other written works instead of students. Do not enter confidential data into and.

It is necessary to train students in the proper use of AI and to train teachers to understand the possibilities and limitations of AI. Prohibit the writing of essays and other written works instead of students. Do not enter confidential data into and.

    Dr. Parra Acosta's report provided data on the use of AI in Mexico. 51% of teachers in Mexico use AI in teaching medical students. About the same number use ChatGPT, Copy, Gemini, Open AI. 94% of teachers recognize the importance for medical education. 50.9% of teachers use AI to receive automated and periodic feedback from students. A survey on the role of a teacher in learning with AI showed the following results: facilitator - 22%, supervisor - 12%, promotion assistance – 15%. Questions remain – how to ensure the personalization of learning with the help of AI, which subjects to integrate AI into, etc. The insufficient training of teaching staff for the use of AI, limited cooperation and a small number of pedagogical innovations in this area were summarized.

    Dr. Ramon Espero's report on Hernandez talked about the introduction of medical education. According to him, 91.5% of teaching staff consider it important to introduce AI into medical education. 82.1% believe that it will provide good feedback to students.71.6% are confident that they can contribute to student participation in improving people's health. 35% of students and 32.8% of teaching staff use AI manuals. 22.9% of curricula have integrated AI into themselves. 34.8% of teaching staff encourage project-based learning using AI. It was concluded that we do not yet know how fully and integrated it is into society, and there is still little evidence of successful use of AI.

    A report by Patricia Tempsky from the University of Sao Paulo raised the topic of how to transform practitioners into teachers. It was noted that the success of the journey from the profession of a doctor in the healthcare system to teaching depends on the quality of education. They should be taught as efficiently as possible. Universities need a program for the development of teaching staff and it should reflect the involvement of professional doctors in educational activities. The community of practitioners can be a catalyst for innovation.

    Professor Milton Martins, Executive Director of the Board of Accreditation of Medical Schools in Brazil, noted the voluntary nature of accreditation. 90 medical schools were accredited, of which 75% were accredited. More than 40 scientific papers have been published on the impact of accreditation on the quality of education and healthcare in the country. Only 3 publications negatively assessed the impact of accreditation, all the others positively.

Highlights and Results: 

    Global Focus: The Conference emphasized the importance of international dialogue and cooperation in the development and improvement of medical education. Emphasis on equality and social responsibility: 

   The issues of training the workforce to meet the diverse needs of the population and ensure equal access to quality education were considered. Burnout and well-being:

    The conference addressed the global issue of burnout among healthcare professionals and emphasized the need for a supportive learning environment and proactive approaches to well-being. Accreditation and quality assurance:

    There was a discussion of accreditation standards and best practices in the field of quality assurance and evaluation. It was recommended to use this experience to improve the accreditation process.

Dr. James Arrigi, President and CEO of ACGME-I, and Dr. Lorraine Lewis, Executive Director, held special sessions at the booth where they talked about ACGME-I accreditation, and Dr. Halah Ibrahim, Vice President of International Relations, held a special session on medical education research.

Dr. James Arrigi, President and CEO of ACGME-I, and Dr. Lorraine Lewis, Executive Director, held special sessions at the booth where they talked about ACGME-I accreditation, and Dr. Halah Ibrahim, Vice President of International Relations, held a special session on medical education research.

    One of the central topics of the conference was "The impact of artificial intelligence on medical education: - Educational innovations and ethical challenges. Dr. Peter J. M. de Jager from the Leiden University Medical Center (the Netherlands) defined in his report "Artificial intelligence is a technology that allows a computer to perform "human" functions." Generative artificial intelligence (AI) can generate new content: text, images, videos, sounds, codes, 3D design. and others . The question is how to make the best use of this in education. Job evaluation should be done by humans, not AI.

It is necessary to train students in the proper use of AI and to train teachers to understand the possibilities and limitations of AI. Prohibit the writing of essays and other written works instead of students. Do not enter confidential data into and.

It is necessary to train students in the proper use of AI and to train teachers to understand the possibilities and limitations of AI. Prohibit the writing of essays and other written works instead of students. Do not enter confidential data into and.

    Dr. Parra Acosta's report provided data on the use of AI in Mexico. 51% of teachers in Mexico use AI in teaching medical students. About the same number use ChatGPT, Copy, Gemini, Open AI. 94% of teachers recognize the importance for medical education. 50.9% of teachers use AI to receive automated and periodic feedback from students. A survey on the role of a teacher in learning with AI showed the following results: facilitator - 22%, supervisor - 12%, promotion assistance – 15%. Questions remain – how to ensure the personalization of learning with the help of AI, which subjects to integrate AI into, etc. The insufficient training of teaching staff for the use of AI, limited cooperation and a small number of pedagogical innovations in this area were summarized.

    Dr. Ramon Espero's report on Hernandez talked about the introduction of medical education. According to him, 91.5% of teaching staff consider it important to introduce AI into medical education. 82.1% believe that it will provide good feedback to students.71.6% are confident that they can contribute to student participation in improving people's health. 35% of students and 32.8% of teaching staff use AI manuals. 22.9% of curricula have integrated AI into themselves. 34.8% of teaching staff encourage project-based learning using AI. It was concluded that we do not yet know how fully and integrated it is into society, and there is still little evidence of successful use of AI.

    A report by Patricia Tempsky from the University of Sao Paulo raised the topic of how to transform practitioners into teachers. It was noted that the success of the journey from the profession of a doctor in the healthcare system to teaching depends on the quality of education. They should be taught as efficiently as possible. Universities need a program for the development of teaching staff and it should reflect the involvement of professional doctors in educational activities. The community of practitioners can be a catalyst for innovation.

    Professor Milton Martins, Executive Director of the Board of Accreditation of Medical Schools in Brazil, noted the voluntary nature of accreditation. 90 medical schools were accredited, of which 75% were accredited. More than 40 scientific papers have been published on the impact of accreditation on the quality of education and healthcare in the country. Only 3 publications negatively assessed the impact of accreditation, all the others positively.

Highlights and Results: 

    Global Focus: The Conference emphasized the importance of international dialogue and cooperation in the development and improvement of medical education. Emphasis on equality and social responsibility: 

   The issues of training the workforce to meet the diverse needs of the population and ensure equal access to quality education were considered. Burnout and well-being:

    The conference addressed the global issue of burnout among healthcare professionals and emphasized the need for a supportive learning environment and proactive approaches to well-being. Accreditation and quality assurance:

    There was a discussion of accreditation standards and best practices in the field of quality assurance and evaluation. It was recommended to use this experience to improve the accreditation process.

Dr. James Arrigi, President and CEO of ACGME-I, and Dr. Lorraine Lewis, Executive Director, held special sessions at the booth where they talked about ACGME-I accreditation, and Dr. Halah Ibrahim, Vice President of International Relations, held a special session on medical education research.

Dr. James Arrigi, President and CEO of ACGME-I, and Dr. Lorraine Lewis, Executive Director, held special sessions at the booth where they talked about ACGME-I accreditation, and Dr. Halah Ibrahim, Vice President of International Relations, held a special session on medical education research.

    One of the central topics of the conference was "The impact of artificial intelligence on medical education: - Educational innovations and ethical challenges. Dr. Peter J. M. de Jager from the Leiden University Medical Center (the Netherlands) defined in his report "Artificial intelligence is a technology that allows a computer to perform "human" functions." Generative artificial intelligence (AI) can generate new content: text, images, videos, sounds, codes, 3D design. and others . The question is how to make the best use of this in education. Job evaluation should be done by humans, not AI.

It is necessary to train students in the proper use of AI and to train teachers to understand the possibilities and limitations of AI. Prohibit the writing of essays and other written works instead of students. Do not enter confidential data into and.

It is necessary to train students in the proper use of AI and to train teachers to understand the possibilities and limitations of AI. Prohibit the writing of essays and other written works instead of students. Do not enter confidential data into and.

    Dr. Parra Acosta's report provided data on the use of AI in Mexico. 51% of teachers in Mexico use AI in teaching medical students. About the same number use ChatGPT, Copy, Gemini, Open AI. 94% of teachers recognize the importance for medical education. 50.9% of teachers use AI to receive automated and periodic feedback from students. A survey on the role of a teacher in learning with AI showed the following results: facilitator - 22%, supervisor - 12%, promotion assistance – 15%. Questions remain – how to ensure the personalization of learning with the help of AI, which subjects to integrate AI into, etc. The insufficient training of teaching staff for the use of AI, limited cooperation and a small number of pedagogical innovations in this area were summarized.

    Dr. Ramon Espero's report on Hernandez talked about the introduction of medical education. According to him, 91.5% of teaching staff consider it important to introduce AI into medical education. 82.1% believe that it will provide good feedback to students.71.6% are confident that they can contribute to student participation in improving people's health. 35% of students and 32.8% of teaching staff use AI manuals. 22.9% of curricula have integrated AI into themselves. 34.8% of teaching staff encourage project-based learning using AI. It was concluded that we do not yet know how fully and integrated it is into society, and there is still little evidence of successful use of AI.

    A report by Patricia Tempsky from the University of Sao Paulo raised the topic of how to transform practitioners into teachers. It was noted that the success of the journey from the profession of a doctor in the healthcare system to teaching depends on the quality of education. They should be taught as efficiently as possible. Universities need a program for the development of teaching staff and it should reflect the involvement of professional doctors in educational activities. The community of practitioners can be a catalyst for innovation.

    Professor Milton Martins, Executive Director of the Board of Accreditation of Medical Schools in Brazil, noted the voluntary nature of accreditation. 90 medical schools were accredited, of which 75% were accredited. More than 40 scientific papers have been published on the impact of accreditation on the quality of education and healthcare in the country. Only 3 publications negatively assessed the impact of accreditation, all the others positively.

Highlights and Results: 

    Global Focus: The Conference emphasized the importance of international dialogue and cooperation in the development and improvement of medical education. Emphasis on equality and social responsibility: 

   The issues of training the workforce to meet the diverse needs of the population and ensure equal access to quality education were considered. Burnout and well-being:

    The conference addressed the global issue of burnout among healthcare professionals and emphasized the need for a supportive learning environment and proactive approaches to well-being. Accreditation and quality assurance:

    There was a discussion of accreditation standards and best practices in the field of quality assurance and evaluation. It was recommended to use this experience to improve the accreditation process.