From a continuing medical education perspective, blockchain technology offers a world of possibilities. The credits physicians collect are tied to their eligibility for provincial relicensure, and the technology behind how they are collected needs to align with growing definition of how and where learning occurs.
Physician learning can currently be generally categorized into three areas: group learning, self-learning and assessment (eg simulation skills), but accreditation of programs is still mainly still geared toward conference-style group learning. The costs of physically bringing people together is enormous compared to the emerging technological opportunities, and physicians also loose income by having to take time out of their practice. An emerging trend in continuing medical education are concepts such as coaching and mentoring, which doesn’t really fit into any of the above categories. With blockchain, the knowledge transfer could occur as described in the video above (called quick video [6m41s]), and passing on knowledge (‘earning credits for teaching’) would also account for all of the learning that happens throughout a physician’s day. Think how much new information emergency room care providers absorb in a single shift, and how much of that they need to pass on. The wider view of course is that blockchain concept could replace university credits.
A challenge I see is qualifying the hour long knowledge blocks. How do you know, in a measurable way, when you have learned something? It will be interesting to see how this fascinating technology unfolds in education, and I will definitely return to this site to find out!