2024 APCCMPD Annual Conference


February 29-March 1, 2024
Las Vegas, NV

William McDade, MD, PhD

Accreditation Council for Graduate Medical Education (ACGME)
Chief Diversity, Equity, and Inclusion Officer

Maintaining the Diversity Pipeline in Light of the SCOTUS Decision
Thursday, February 29, 2024 / 9:20 AM - 10:20 AM (PST)

Thursday, February 29, 2024 / 9:20 AM - 10:20 AM (PST)


Dr. McDade is the Chief Diversity, Equity, and Inclusion Officer for the Accreditation Council for Graduate Medical Education (ACGME) and adjunct professor of Anesthesiology at Rush Medical College. Prior to that, he was Executive Vice-President/Chief Academic Officer for the Ochsner Health System and adjunct professor at the University of Queensland; Professor of Anesthesia and Critical Care at the University of Chicago, Associate Dean for Multicultural Affairs at the Pritzker School of Medicine; and Deputy Provost for Research and Minority Issues for the University of Chicago. He is founder of the James E. Bowman Society at the University of Chicago whose focus is on achieving diversity in academic excellence and the elimination of health inequities. Dr. McDade has been a past-president and board chair of the Chicago Medical Society and Illinois State Medical Society; and president of the Cook County Physicians Association, Chicago Society of Anesthesiologists and the Prairie State Medical Society. He has served as Chair of the National Medical Association’s Anesthesiology Section and the American Medical Association’s Council on Medical Education. He served on the US Department of Education’s National Committee on Foreign Medical Education and Accreditation; and has been a representative to the Coalition for Physician Accountability; a board member for the National Board of Medical Examiners and for the ACGME, where he chaired the Taskforce on Diversity in Graduate Medical Education; and, has served as a member of the Board of Trustees of the American Medical Association and on the Executive Committee of the Board of the Joint Commission. Dr. McDade is a board-certified Anesthesiologist having graduated from Pritzker’s Medical Scientist Training Program earning a PhD in Biophysics and Theoretical Biology. He completed his internship in internal medicine at UChicago and residency at the Massachusetts General Hospital.

Laurah B. Turner, PhD

University of Cincinnati College of Medicine
Assistant Professor

The Tipping Point: Navigating AI's Potential to Reshape Medical Education
Friday, March 1, 2024 / 9:10 AM - 10:10 AM (PST)

Thursday, February 29, 2024 / 9:20 AM - 10:20 AM (PST)


Dr. Turner is the Assistant Dean of Assessment and Evaluation in the Office of Medical Education and an Assistant Professor in the Department of Medical Education at the University of Cincinnati, College of Medicine. Her passion lies in advancing medical education through innovative research and evidence-based practices. Her research expertise has been dedicated to improving medical education through artificial intelligence (AI), natural language processing and learning analytics, and addressing disparities in training.

Dr. Turner's research leverages AI and learning analytics to develop evidence-based interventions and assessments that cater to the diverse needs of learner populations. Recently, her focus has been on harnessing the power of AI to design precision education methodologies that adapt teaching and learning approaches to individual learning paces and needs. By leveraging AI technologies, she aims to create personalized learning experiences that optimize educational outcomes and foster learner success.

One of Turner’s primary research interests lies in learning analytics and medical education assessment. Her work aims to bridge the education gap in medical training by uncovering disparities and proposing strategies for more equitable and inclusive educational practices. Through the integration of AI, she has worked to create assessment tools and systems that provide a comprehensive understanding of a learner's readiness for transition between different phases of medical training, while also illuminating blind spots and biases that may exist within faculty evaluations and assessments.