The increasing digitalization of health professions education, and indeed the health professions themselves, offers an unprecedented opportunity for bringing large amounts of process and outcomes data to bear on how we learn. But how do we best drink from this firehose?  

In this presentation, we will define what has changed and what has not. Using multiple clinical examples, we will explore approaches where the increased precision would be clearly beneficial; and we will discuss cases where it might not be.  

Spoiler alert: good pedagogy still rules but in places and at a scale that we have not seen before.