And in an increasingly data-driven industry, medical education hasn't kept pace. Medical education does little to train doctors in the data science, statistics, or behavioral science required to develop, evaluate, and apply algorithms in clinical practice." But that's only possible if medical teams adopt new members: Clinicians well-versed in computer science that can interpret analytics designed to "systematically analyze every heartbeat" that can treat "tens of thousands of Americans who might otherwise drop dead unexpectedly in any given year." And while developers and computer scientists are often frustrated with the industry's slow adoption of technology, validated clinical trials are a critical part of preventing the use of potentially harmful tools.
Dr. Keng Siau introduced artificial intelligence and machine learning into his business curriculum during the spring 2017 semester. The Artificial Intelligence, Robotics, and Information Systems Management course looks at the latest developments in artificial intelligence, machine learning, robotics, automation and advanced information technology, and "their effect on our current ways of life and work as well as on economic/business models," says Siau, professor and chair of the business and information technology department. Business managers and executives need to understand and comprehend the impending artificial intelligence, robotics, machine learning and automation revolution and its devastating impacts." "We are one of the pioneers in introducing artificial intelligence, machine learning, and robotics to our MBA students," Siau says.
Like most doctors, I spent four years in medical school learning to treat hundreds of illnesses and help patients manage their health. I spent very little of this time learning how to work with patients when modern medicine runs out of miracles -- and only a few hours, spread over four years, learning to lead end-of-life conversations and deliver bad news. A recent study of medical curricula, published last year in the American Journal of Hospice and Palliative Medicine, found that the average time dedicated to end-of-life care is 13 hours spread across multiple courses over four years. Medical schools need to teach doctors to do the same.
This evening event at Westminster Law School, University of Westminster, brings together three prominent experts in the fields of artificial intelligence, robotics and law for a conversation around current developments in these areas, followed by an opportunity for the audience to engage and ask questions. Chrissie Lightfoot is a prominent international legal figure, an entrepreneur, a legal futurist, legaltech investor, writer, international keynote speaker, legal and business commentator (quoted periodically in The Times and FT), solicitor (non-practising), Honorary Visiting Fellow at the University of Westminster School of Law, and author of best-seller The Naked Lawyer and Tomorrow s Naked Lawyer. Chair: Dr Paresh Kathrani is a Senior Lecturer in Law at Westminster Law School and a member of the Centre on the Legal Profession. He has written on the challenges that AI will bring for the legal profession and chaired a panel on artificial intelligence at Westminster Law School in 2015, as well as an AI film and debate series for the Centre for Law, Society and Popular Culture, of which he is also a member, in 2016.
Executives must become familiar with interacting with data scientists and must know how to leverage analytics to see new business opportunities, according to Shawn Mankad, assistant professor at Cornell University's College of Business, who teaches multiple courses on data science to MBAs. At Northwestern's Kellogg School of Management, a 10-week elective course on human and machine learning will run in April. Using sophisticated programs like IBM's Deep Blue and Google's AlphaGo, the course aims to teach MBAs to apply human and machine partnerships to grow businesses. At London Business School, Lynda Gratton, a professor of management practice who runs a one-week course on AI, is focusing on the so-called "soft skills" such as negotiation and creativity, which are unlikely to be best performed by machines.
Neota Logic has extended its law school partnership programme, this time with the Faculty of Law at the University of Technology Sydney (UTS) in Australia. The legal AI and expert systems company's most recent outreach venture will see 20 UTS students develop AI applications to improve the delivery of social justice, which in this case centres around working with not-for-profits. Neota also previously teamed up with the Georgetown Law Centre in America to help provide law students with an understanding of expert systems. Artificial Lawyer would be very interested to hear about any efforts by your law school or law firm's training team to develop courses on legal AI.
At Harvard Business School (HBS), MBA students are pondering a future when robots rule the road. David's offered his MBAs two cases on artificial intelligence (or AI) and deep learning, and reckons that many of his colleagues at HBS are bringing robots into the curriculum too: "It's a capability that MBAs need to know about," he says. NYU's Stern School of Business offers courses on basic data handling skills plus programming languages like Python, and an introduction to machine learning. And at MIT Sloan School of Management, MBAs can take electives on AI and robotics at MIT's Computer Science and Artificial Intelligence Labs, says Thomas Roemer, senior lecturer.
Professor Lynda Gratton explains how people should prepare for it. While creativity is thought to be uniquely human, artificial intelligence (AI) is changing what we think we know. IBM's Chef Watson submits recipes based on flavour compound algorithms. "When AI can drive trucks, people might not drive trucks anymore.
For the ability to think creatively and make unlikely connections is one of the qualities thought unlikely to be threatened by intelligent algorithms, alongside emotional intelligence and negotiating skills. Previous class profiles are available on business school websites but, to give one example, London Business School's class of 2017 features 417 students of 68 nationalities, with backgrounds in business, accounting, economics, engineering, law, marketing and IT. For this reason, says Jonathan Trevor of Said Business School (part of the University of Oxford), attending a business school which can draw on expertise from across disciplines could be extremely useful. "The temptation when delivering a course is to make it as simple as possible, to give people a degree of certainty, to tell students what they need to know so they can do well.
The world's top online learning platforms are working with business schools such as Yale SOM and Duke Fuqua, and are offering advanced analytical tools to help them refine and enhance student learning. Edtech platforms and universities are increasingly exploring advanced analytics. INSEAD, the business school, last year launched a mobile learning platform for business, which signed up Accenture and Microsoft. Peter Zemsky, INSEAD's head of innovation, says: "Being a leader in digital management education in general is increasingly important….Especially as business schools are teaching [students] how to adapt to changing technologies."