August 29, 2025 • 12 mins
What makes a truly exceptional healthcare professional? Beyond medical knowledge and technical expertise lies something equally crucial—the ability to connect with patients through empathy, communication, and compassion.
NaShieka Knight, Director of Workforce Transformation at the American Association of Medical Colleges (AAMC), brings profound insights into how we're reshaping healthcare education to build a more compassionate, diverse workforce. Knight shares the AAMC's dual mission of widening pathways to medicine while supporting student wellbeing, explaining that "we don't just want you to come in, we want you to come in and be well while you're practicing."
As healthcare evolves at breakneck speed with artificial intelligence and other technologies transforming practice, Knight emphasizes that future professionals must develop what the AAMC calls "personal and professional competencies"—not soft skills, but essential abilities that directly impact patient outcomes. Through personal anecdotes, including a powerful story about a physician who focused more on the computer screen than the patient, Knight illustrates why technology should enhance human connection rather than replace it.
The conversation explores how organizations like HOSA Future Health Professionals play a vital role in cultivating the next generation of healthcare leaders who combine technical prowess with human-centered care. Knight celebrates HOSA students who demonstrate the qualities most valued in healthcare today: resilience, commitment to lifelong learning, and a passion for service. For anyone interested in healthcare's future or how to prepare for a healthcare career, this episode offers a compelling roadmap to success that balances technical excellence with the human touch that makes medicine truly healing.
Curious about how to develop these essential healthcare competencies? Visit www.aamc.org to learn more about the AAMC's initiatives and resources designed to transform tomorrow's healthcare workforce.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:04):
Welcome to the Future of Health podcast presented by
HOSA Future Health Professionals.
Today, I'm honored to have withme Nashika Knight, from the
American Association of MedicalColleges.
Director of WorkforceTransformation, Nashika welcome.
Speaker 2 (00:20):
Thank you.
Speaker 1 (00:21):
So great to see you again and it's so exciting to be
broadcasting this podcast livefrom the International
Leadership Conference, the HOSAInternational Leadership
Conference.
And I'd like to start by askingyou what exactly is your role
at the AAMC as Director ofWorkforce Transformation?
(00:43):
What does that mean in theworld of healthcare?
Speaker 2 (00:47):
Yeah, that's a great question.
So thanks for having me.
I'm excited to be here.
Our whole team is excited to behere.
Host is a highlight of our yearevery year.
In my role at the associationas director of workforce
transformation, I have twoprimary areas of responsibility.
One is supporting our strategicaction plans initiative to
widen the paths to medicine.
We want as many students inevery community who have a
(01:10):
desire to serve in medicine,healthcare or biomedical
research to have the opportunityto do so.
And the other part of my workis supporting our initiatives to
foster student mental healthand well-being for those who are
coming into medicine.
We don't just want you to comein, we want you to come in and
be well while you're practicing.
As far as what workforcetransformation means for our
(01:31):
team, we've defined it ascultivating a healthcare
workforce that can providecompassionate, equitable,
culturally responsive care toall patients and communities.
Speaker 1 (01:43):
Well, you just nailed it.
That's exactly what you'redoing and you're changing the
world doing it.
I mean, it's an incrediblemission.
And so there's so many changesgoing on in health care.
I mean, we see it with thepipeline of future health
professionals.
We see the future in AI andtechnology in general, just
moving at warp speed, at speedsperhaps that haven't been seen
(02:06):
in terms of transformation onthe planet since the printing
press was invented, since theindustrial revolution, and
likewise, this is that at scale.
So, as we recognize that, whatare some of the biggest changes?
You're seeing, Gosh, where dowe begin, and specifically in
healthcare workforce right now,and how can students prepare?
Speaker 2 (02:30):
Yeah, that's a great question.
You mentioned AI, and the AAMChas an initiative right now
that's really exploring AI inhealthcare and medicine and
looking at it not just tounderstand the technology that's
involved, but also the ethicsthat are involved in artificial
intelligence and also theimpacts on the environment.
So what is the environmentaljustice included in AI?
(02:51):
In order to prepare studentsfor a health care workforce that
, as you mentioned, is rapidlychanging, students need to be
nimble.
We always tell them to bewell-rounded, to be exposed to
multiple issues in their localcommunity, to follow their
passions and don't just be onetrack right, don't be single
track.
Cultivate additional skills.
I always use the example ofDora the Explorer and her
(03:13):
backpack.
You should be constantlyputting tools in your backpack
so that whenever you encounter anew scenario, you have a
resource or a tool you can drawfrom to help you through that
scenario.
Speaker 1 (03:23):
So students should just be well-rounded tool you
can draw from to help youthrough that scenario.
So students should just bewell-rounded, well-rounded and
so well-rounded.
Does that also mean what arecommonly referred to as soft
skills?
I personally believe, and I seeHOSA is transformational for so
many lives of these students.
With leadership, the leadership, the ability to communicate,
they infuse into the pipelinethe ability and the knowledge of
(03:45):
how you can communicate withothers.
And so why are these quoteunquote soft skills, including
collaboration and flexibility,becoming so much more important
today?
Speaker 2 (03:57):
Yeah, I'm glad you mentioned that.
So at the AAMC we don't callthose soft skills.
There are personal andprofessional competencies, and
when we relate those to middleschool and high school, we've
called them first step careerskills.
These things are importantbecause it's not just about the
skill or the knowledge that yourhealthcare worker, especially
your physician, has.
It is how they treat thepatient.
(04:18):
You want a person who knows howto talk to you, who knows how
to relate with you, whounderstands your context, in
order to deliver the kind ofcare that you need as a patient.
Speaker 1 (04:28):
That's right.
And so what are a few waysstudents can actually start
developing those skills rightnow, even before they get into
their specific profession?
Speaker 2 (04:37):
Yeah, I'm glad you asked that question.
So the AAMC recently developeda curriculum called the First
Step Career Skills where we'vetaken those personal and
professional competencies thatmedical schools are looking for
and translated those for amiddle school and high school
audience.
It's a video-based curriculumthat has lesson plans,
glossaries, discussion,questions based curriculum that
(05:01):
has lesson plans, glossaries,discussion questions, you know,
video guides to help studentsunderstand how to start building
those competencies now.
And the video series isconducted by a middle school
student who's interviewingcurrent medical students to ask
them how they develop thoseskills on their journey to
medicine.
Speaker 1 (05:17):
You know it's so profound, simple yet profound,
and so I'd like to take that astep further.
What specific advice would yougive to students today that are
thinking about the medicalprofessions?
What is that piece of advicethat you think is the number one
piece of advice that you wouldprovide?
Speaker 2 (05:36):
I don't know that.
I would give one piece ofadvice.
I think I would give multiples,and the first one would be to
think about what kind ofhealthcare you'd like to receive
and then become the kind ofhealthcare provider who would
give that kind of care to yourfuture patients and communities.
Think about the experiencesthat you and your family have
had interacting with thehealthcare system in the United
States.
What was good about it, whatwas not so good about it.
(05:58):
Journal those experiences andthen think about how you can
build competency in those areasso that you don't fall prey to
those weaknesses.
Read everything you can Becomeversed in the world happening
around you, watch the news,follow influencers who keep you
abreast of the issues and trendshappening in your community,
and then do all that you can tobecome the kind of person you
(06:21):
will want treating your family.
Speaker 1 (06:23):
And so what is one area, one thing?
There could be a couple thatstudents are not learning in
school that you feel is criticalto know.
Speaker 2 (06:37):
I would say empathy and compassion.
You can be a skill provider,but if you don't know how to
interact not just with yourpatients but even your fellow
colleagues, even those who areon the interprofessional
healthcare team, if you don'tknow how to be a good person,
then you won't be a goodhealthcare provider.
You can be the smartest personin the world, but if you can't
interact in the system, if youcan't engage with the patients.
(06:57):
I remember accompanying afamily member to a health care
appointment recently and she wasreally having some struggles
getting the kind of help sheneeded.
So I sat in the appointmentwith her and the entire time the
physician looked at theircomputer and typed out results
and never had a conversationwith the patient.
So finally I had to stop herand say I think she wants to
hear from you directly.
(07:17):
So she had to turn away fromher computer and actually talk
to my family member.
So I think empathy andcompassion will be the one skill
students aren't learning intheir curriculum that they
really need.
Speaker 1 (07:27):
I've heard a lot about that, even recently, and
you know it's complicated withtechnology and maybe technology
with the AI transcribers and allof that can maybe allow for.
I've heard Doc say and othermedical professionals say that
that's one tool, electronic tool.
They can help them focus moreon the patient interaction
(07:50):
versus the technology.
I don't think it's the favoritething for medical professionals
to do to be entering all theinformation, although they have
to right.
Speaker 2 (07:58):
Right.
Speaker 1 (07:59):
So utilizing technology and then verifying
that it's accurate and all that,that's a separate part of the
process, but very important aswell.
But we'll allow, hopefully, theinteraction like you had with
your family member to be able tomake it more real.
Speaker 2 (08:16):
Yeah, I think we have to look at technology as a
resource and not a substitute.
So if we start from the basisof ethical, compassionate care,
then we can integrate technologyas opposed to defaulting to
technology.
Speaker 1 (08:27):
Exactly, and so we have the pipeline of future
health professionals.
It's an incredible pipeline.
It's diverse and it's helpingto create the communication that
we talked about.
It's helping to create theleadership that's so necessary.
It's helping to create theempathy that's so necessary that
(08:48):
you just alluded to and theunderstanding that the
communication is key in all ofthis.
Right, because there are peoplethis is about people, right,
and it's so personal.
And so how is the AAMC helpingto create that inclusive
pipeline?
How are you helping to createthat you know, diverse set of
skill sets and backgrounds andethnicities and race and
(09:10):
everything else where you'rehelping to create this future
for this pipeline that's socritical?
Speaker 2 (09:17):
Yeah, one of the things that we're doing is just
trying to expand access.
We want access for everystudent in every community who
has a desire to serve as afuture healthcare worker to have
the opportunity to do so.
So we're amplifying differentvoices, we're giving
representation to those whoaren't always represented.
We're elevating concerns of allkinds of communities that
(09:38):
haven't always been at the table.
So our goal is to really expandaccess and create inclusivity
as much as we can.
Speaker 1 (09:47):
And then so what kinds of qualities or mindsets
are you seeing in the mostsuccessful young people entering
the healthcare field?
We talked about leadership.
Yes, we're talking aboutcommunication, but what are you
seeing?
What are those qualities?
Speaker 2 (10:00):
Yeah, students who are resilient, who know how to
harness and bounce back fromfailure, those who are lifelong
learners, those who have acommitment to service and
leadership and who desire tomake better the world around
them.
Those are the kinds who arereally succeeding in the
healthcare workforce now.
Speaker 1 (10:17):
Like the over 300,000 HOSA students.
Speaker 2 (10:19):
Absolutely.
It's the thing that I love themost about HOSA students.
I love that they take charge.
You know, one of my favoriteHOSA stories to tell is that
when I first came to theconference, I was judging a
competitive event the publicservice awareness and the
students did an announcementabout cord blood donation.
But even after theircompetitive event, they actually
advocated this was a group ofstudents from Hawaii to have a
(10:45):
cord blood donation questionadded to hospital intake forms
so that every person who wasgiving birth in a Hawaii
hospital would have the optionto opt in to cord blood donation
.
Those were high school students.
You don't get that kind ofleadership everywhere.
Speaker 1 (10:59):
You don't, you don't, and so how can organizations
like HOSA play a role, a biggerrole, in preparing students
across the country and acrossthe world for future ready
health professions?
Speaker 2 (11:12):
Yeah, I think fostering partnerships and
connections across multipleindustries is one of the things
I like about HOSA is that youbring together multiple partners
.
We need educators, we needcommunity-based organizations,
we need healthcare organizations, we need everybody galvanizing
around our talented pool ofstudents to make sure they have
access, to make sure they'reinformed, they know all the
(11:34):
steps in the process and theyfeel empowered and encouraged
and they can see themselvesreflected so that host listeners
on the HOSA podcast here whatmakes you most hopeful or
(11:55):
excited about the future.
Yeah, I'm excited because thestudents that I see coming out
of HOSA are passionate, they'recompassionate, they're informed,
they're educated, they'reservice-minded, they're leaders
(12:15):
and they're all about solvingthe problems around them.
Speaker 1 (12:17):
That's the thing that makes me excited about the
future of healthcare.
And so, Nashika, how can folkslearn more about your work at
the AAMC?
Speaker 2 (12:22):
Sure they can come to our website at wwwaamcorg
Nashika Knight site atwwwaamcorg Nashika Knight
changing the world at the AAMC.
Speaker 1 (12:31):
Thank you for having me.
Speaker 2 (12:32):
Thank you for all you're doing.
Speaker 1 (12:33):
Thank you for your empathy and compassion and
leadership, just like thoseskills that are embodied in all
the future health professionalsat HOSA Live here today from the
ILC the HOSA Future of Healthpodcast.
Thank you so very much.
Speaker 2 (12:47):
Thank you.
Welcome to the Future of Health podcast presented by
HOSA Future Health Professionals.
Today, I'm honored to have withme Nashika Knight, from the
American Association of MedicalColleges.
Director of WorkforceTransformation, Nashika welcome.
Speaker 2 (00:20):
Thank you.
Speaker 1 (00:21):
So great to see you again and it's so exciting to be
broadcasting this podcast livefrom the International
Leadership Conference, the HOSAInternational Leadership
Conference.
And I'd like to start by askingyou what exactly is your role
at the AAMC as Director ofWorkforce Transformation?
(00:43):
What does that mean in theworld of healthcare?
Speaker 2 (00:47):
Yeah, that's a great question.
So thanks for having me.
I'm excited to be here.
Our whole team is excited to behere.
Host is a highlight of our yearevery year.
In my role at the associationas director of workforce
transformation, I have twoprimary areas of responsibility.
One is supporting our strategicaction plans initiative to
widen the paths to medicine.
We want as many students inevery community who have a
(01:10):
desire to serve in medicine,healthcare or biomedical
research to have the opportunityto do so.
And the other part of my workis supporting our initiatives to
foster student mental healthand well-being for those who are
coming into medicine.
We don't just want you to comein, we want you to come in and
be well while you're practicing.
As far as what workforcetransformation means for our
(01:31):
team, we've defined it ascultivating a healthcare
workforce that can providecompassionate, equitable,
culturally responsive care toall patients and communities.
Speaker 1 (01:43):
Well, you just nailed it.
That's exactly what you'redoing and you're changing the
world doing it.
I mean, it's an incrediblemission.
And so there's so many changesgoing on in health care.
I mean, we see it with thepipeline of future health
professionals.
We see the future in AI andtechnology in general, just
moving at warp speed, at speedsperhaps that haven't been seen
(02:06):
in terms of transformation onthe planet since the printing
press was invented, since theindustrial revolution, and
likewise, this is that at scale.
So, as we recognize that, whatare some of the biggest changes?
You're seeing, Gosh, where dowe begin, and specifically in
healthcare workforce right now,and how can students prepare?
Speaker 2 (02:30):
Yeah, that's a great question.
You mentioned AI, and the AAMChas an initiative right now
that's really exploring AI inhealthcare and medicine and
looking at it not just tounderstand the technology that's
involved, but also the ethicsthat are involved in artificial
intelligence and also theimpacts on the environment.
So what is the environmentaljustice included in AI?
(02:51):
In order to prepare studentsfor a health care workforce that
, as you mentioned, is rapidlychanging, students need to be
nimble.
We always tell them to bewell-rounded, to be exposed to
multiple issues in their localcommunity, to follow their
passions and don't just be onetrack right, don't be single
track.
Cultivate additional skills.
I always use the example ofDora the Explorer and her
(03:13):
backpack.
You should be constantlyputting tools in your backpack
so that whenever you encounter anew scenario, you have a
resource or a tool you can drawfrom to help you through that
scenario.
Speaker 1 (03:23):
So students should just be well-rounded tool you
can draw from to help youthrough that scenario.
So students should just bewell-rounded, well-rounded and
so well-rounded.
Does that also mean what arecommonly referred to as soft
skills?
I personally believe, and I seeHOSA is transformational for so
many lives of these students.
With leadership, the leadership, the ability to communicate,
they infuse into the pipelinethe ability and the knowledge of
(03:45):
how you can communicate withothers.
And so why are these quoteunquote soft skills, including
collaboration and flexibility,becoming so much more important
today?
Speaker 2 (03:57):
Yeah, I'm glad you mentioned that.
So at the AAMC we don't callthose soft skills.
There are personal andprofessional competencies, and
when we relate those to middleschool and high school, we've
called them first step careerskills.
These things are importantbecause it's not just about the
skill or the knowledge that yourhealthcare worker, especially
your physician, has.
It is how they treat thepatient.
(04:18):
You want a person who knows howto talk to you, who knows how
to relate with you, whounderstands your context, in
order to deliver the kind ofcare that you need as a patient.
Speaker 1 (04:28):
That's right.
And so what are a few waysstudents can actually start
developing those skills rightnow, even before they get into
their specific profession?
Speaker 2 (04:37):
Yeah, I'm glad you asked that question.
So the AAMC recently developeda curriculum called the First
Step Career Skills where we'vetaken those personal and
professional competencies thatmedical schools are looking for
and translated those for amiddle school and high school
audience.
It's a video-based curriculumthat has lesson plans,
glossaries, discussion,questions based curriculum that
(05:01):
has lesson plans, glossaries,discussion questions, you know,
video guides to help studentsunderstand how to start building
those competencies now.
And the video series isconducted by a middle school
student who's interviewingcurrent medical students to ask
them how they develop thoseskills on their journey to
medicine.
Speaker 1 (05:17):
You know it's so profound, simple yet profound,
and so I'd like to take that astep further.
What specific advice would yougive to students today that are
thinking about the medicalprofessions?
What is that piece of advicethat you think is the number one
piece of advice that you wouldprovide?
Speaker 2 (05:36):
I don't know that.
I would give one piece ofadvice.
I think I would give multiples,and the first one would be to
think about what kind ofhealthcare you'd like to receive
and then become the kind ofhealthcare provider who would
give that kind of care to yourfuture patients and communities.
Think about the experiencesthat you and your family have
had interacting with thehealthcare system in the United
States.
What was good about it, whatwas not so good about it.
(05:58):
Journal those experiences andthen think about how you can
build competency in those areasso that you don't fall prey to
those weaknesses.
Read everything you can Becomeversed in the world happening
around you, watch the news,follow influencers who keep you
abreast of the issues and trendshappening in your community,
and then do all that you can tobecome the kind of person you
(06:21):
will want treating your family.
Speaker 1 (06:23):
And so what is one area, one thing?
There could be a couple thatstudents are not learning in
school that you feel is criticalto know.
Speaker 2 (06:37):
I would say empathy and compassion.
You can be a skill provider,but if you don't know how to
interact not just with yourpatients but even your fellow
colleagues, even those who areon the interprofessional
healthcare team, if you don'tknow how to be a good person,
then you won't be a goodhealthcare provider.
You can be the smartest personin the world, but if you can't
interact in the system, if youcan't engage with the patients.
(06:57):
I remember accompanying afamily member to a health care
appointment recently and she wasreally having some struggles
getting the kind of help sheneeded.
So I sat in the appointmentwith her and the entire time the
physician looked at theircomputer and typed out results
and never had a conversationwith the patient.
So finally I had to stop herand say I think she wants to
hear from you directly.
(07:17):
So she had to turn away fromher computer and actually talk
to my family member.
So I think empathy andcompassion will be the one skill
students aren't learning intheir curriculum that they
really need.
Speaker 1 (07:27):
I've heard a lot about that, even recently, and
you know it's complicated withtechnology and maybe technology
with the AI transcribers and allof that can maybe allow for.
I've heard Doc say and othermedical professionals say that
that's one tool, electronic tool.
They can help them focus moreon the patient interaction
(07:50):
versus the technology.
I don't think it's the favoritething for medical professionals
to do to be entering all theinformation, although they have
to right.
Speaker 2 (07:58):
Right.
Speaker 1 (07:59):
So utilizing technology and then verifying
that it's accurate and all that,that's a separate part of the
process, but very important aswell.
But we'll allow, hopefully, theinteraction like you had with
your family member to be able tomake it more real.
Speaker 2 (08:16):
Yeah, I think we have to look at technology as a
resource and not a substitute.
So if we start from the basisof ethical, compassionate care,
then we can integrate technologyas opposed to defaulting to
technology.
Speaker 1 (08:27):
Exactly, and so we have the pipeline of future
health professionals.
It's an incredible pipeline.
It's diverse and it's helpingto create the communication that
we talked about.
It's helping to create theleadership that's so necessary.
It's helping to create theempathy that's so necessary that
(08:48):
you just alluded to and theunderstanding that the
communication is key in all ofthis.
Right, because there are peoplethis is about people, right,
and it's so personal.
And so how is the AAMC helpingto create that inclusive
pipeline?
How are you helping to createthat you know, diverse set of
skill sets and backgrounds andethnicities and race and
(09:10):
everything else where you'rehelping to create this future
for this pipeline that's socritical?
Speaker 2 (09:17):
Yeah, one of the things that we're doing is just
trying to expand access.
We want access for everystudent in every community who
has a desire to serve as afuture healthcare worker to have
the opportunity to do so.
So we're amplifying differentvoices, we're giving
representation to those whoaren't always represented.
We're elevating concerns of allkinds of communities that
(09:38):
haven't always been at the table.
So our goal is to really expandaccess and create inclusivity
as much as we can.
Speaker 1 (09:47):
And then so what kinds of qualities or mindsets
are you seeing in the mostsuccessful young people entering
the healthcare field?
We talked about leadership.
Yes, we're talking aboutcommunication, but what are you
seeing?
What are those qualities?
Speaker 2 (10:00):
Yeah, students who are resilient, who know how to
harness and bounce back fromfailure, those who are lifelong
learners, those who have acommitment to service and
leadership and who desire tomake better the world around
them.
Those are the kinds who arereally succeeding in the
healthcare workforce now.
Speaker 1 (10:17):
Like the over 300,000 HOSA students.
Speaker 2 (10:19):
Absolutely.
It's the thing that I love themost about HOSA students.
I love that they take charge.
You know, one of my favoriteHOSA stories to tell is that
when I first came to theconference, I was judging a
competitive event the publicservice awareness and the
students did an announcementabout cord blood donation.
But even after theircompetitive event, they actually
advocated this was a group ofstudents from Hawaii to have a
(10:45):
cord blood donation questionadded to hospital intake forms
so that every person who wasgiving birth in a Hawaii
hospital would have the optionto opt in to cord blood donation
.
Those were high school students.
You don't get that kind ofleadership everywhere.
Speaker 1 (10:59):
You don't, you don't, and so how can organizations
like HOSA play a role, a biggerrole, in preparing students
across the country and acrossthe world for future ready
health professions?
Speaker 2 (11:12):
Yeah, I think fostering partnerships and
connections across multipleindustries is one of the things
I like about HOSA is that youbring together multiple partners
.
We need educators, we needcommunity-based organizations,
we need healthcare organizations, we need everybody galvanizing
around our talented pool ofstudents to make sure they have
access, to make sure they'reinformed, they know all the
(11:34):
steps in the process and theyfeel empowered and encouraged
and they can see themselvesreflected so that host listeners
on the HOSA podcast here whatmakes you most hopeful or
(11:55):
excited about the future.
Yeah, I'm excited because thestudents that I see coming out
of HOSA are passionate, they'recompassionate, they're informed,
they're educated, they'reservice-minded, they're leaders
(12:15):
and they're all about solvingthe problems around them.
Speaker 1 (12:17):
That's the thing that makes me excited about the
future of healthcare.
And so, Nashika, how can folkslearn more about your work at
the AAMC?
Speaker 2 (12:22):
Sure they can come to our website at wwwaamcorg
Nashika Knight site atwwwaamcorg Nashika Knight
changing the world at the AAMC.
Speaker 1 (12:31):
Thank you for having me.
Speaker 2 (12:32):
Thank you for all you're doing.
Speaker 1 (12:33):
Thank you for your empathy and compassion and
leadership, just like thoseskills that are embodied in all
the future health professionalsat HOSA Live here today from the
ILC the HOSA Future of Healthpodcast.
Thank you so very much.
Speaker 2 (12:47):
Thank you.
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