Medical Education Podcasts: Recent Episodes
Medical Education
Dive into the pivotal role of context in #WorkplaceLearning within health professions education while discovering the power of theoretical engagement.
Read the accompanying article here: https://doi.org/10.1111/medu.15481
Disability inclusion in medical education needs critical, global dialogue. Here, Jain and Alwazzan highlight cultural differences, educator responsibility, and the power of local consultation to challenge ableism and advance justice.
Read the accompanying article here: https://doi.org/10.1111/medu.15450
This paper explores how language shapes collaboration and knowledge in global health professions education research, highlighting implications for qualitative researchers striving to overcome English dominance. #MedEd #ResearchEquity
Read the accompanying article here: https://doi.org/10.1111/medu.15563
How can #MedEd move toward implementation of #DEI related pedagogy while understanding how to navigate emotions? This study explores pedagogies of discomfort and disruption in several professions.
Read the accompanying article here: https://doi.org/10.1111/medu.15603
This study from Newcastle shows medical student understanding of active learning to be focused on recall. The authors recommend a student-centred, student informed, approach to improving active learning teaching.
Read the accompanying article here: https://doi.org/10.1111/medu.15611
The authors present an empirical exploration of supervisory relationships that suggests a need to look beyond continuity. Nuance is important for supporting successful relationships and improving feedback and assessment.
Read the accompanying article here: https://doi.org/10.1111/medu.15595
This paper reviews three orientations to equity in assessment - fairness-oriented, inclusion-focused, and justice-driven - to enable educators to clarify their stance, align methods, and explore alternative perspectives.
Read the accompanying article here: https://doi.org/10.1111/medu.15534
Using eye movements, the authors reveal that use of specific types of clinical information does not differ between correct and incorrect diagnoses. Rather, case-specific knowledge is key in avoiding diagnostic errors.
Read the accompanying article here: https://doi.org/10.1111/medu.15544
@LorenzoMadrazo and colleagues' scoping review on illness presenteeism summarizes the literature on physicians and trainees coming to work sick, highlighting the complexities of this phenomenon
Read the accompanying article here: https://doi.org/10.1111/medu.15538
Academic Advisors: great on paper, greatly difficult in practice. The authors studied impacts of 10 advisor-resident dyads' collaborations over two years. Misalignments abounded, despite great intentions.
Read the accompanying article here: https://doi.org/10.1111/medu.15549
Our Editor-in-chief details Medical Education's policy on the use of artificial intelligence in publishing.
Read the accompanying article here: https://doi.org/10.1111/medu.15495
Looking to enhance your qualitative research interviews with new techniques? This integrative review captures strategies from across interdisciplinary literature to offer advice on how to choose between them.
Read the accompanying article here: https://doi.org/10.1111/medu.15555
Student-led clinics generate benefits to multiple stakeholders including students, patients the health system & universities. This paper explores the need to measure costs & benefits to ascertain value.
Read the accompanying article here: https://doi.org/10.1111/medu.15550
Exploring emotional dilemmas associated with end-of-life decisions, @diegolimaribei4 reveal how final year medical students facing the pivotal moral challenge of connecting with or detaching from patients is a transformative journey.
Read the accompanying article here: https://doi.org/10.1111/medu.15545
Behrens et al. document how facilitators vary when handling student emotions during simulation—some adjust, some let emotions run, others debrief after. They explore how beliefs about learning shape responses and what can be done to optimize learning.
Read the accompanying article here: https://doi.org/10.1111/medu.15554
Clinical Competence Committees are found to be deliberate in focusing on trainee development but notably less likely to be deliberate regarding trainee entrustment and advancement decisions #cbme #patientsafety
This paper addresses how the repetitive and everyday use of ill-defined and uncritical gendered and sexed language upholds systems of cisheteropatriarchy, coloniality, and transphobia within medicine.
Finding elements of imposter phenomenon in 52% of student reflections, much of it driven by self-comparisons to idealizations, the authors argue that journaling can help normalize imposterism, aiding identity growth as future physicians.
Read the accompanying article here: https://doi.org/10.1111/medu.15533
How do #IMGs form social connections? Why does it matter? Insights are provided through a large qualitative study conducted by @MoAlhaddad2, @SusanJHPE and Evi Germeni.
Read the accompanying article here: https://doi.org/10.1111/medu.15542
Reflecting on the Spectrum of Involvement, @a_bennettweston @SimonGayGP and @Liz_Anderso describe how to achieve valued patient partnerships in healthcare education.
Read the accompanying article here: https://doi.org/10.1111/medu.15484
Tan et al. report on how medical students' mindset is shaped by the context in which they learn in the hope of cultivating a Growth Mindset in clinical contexts.
Read the accompanying article here: https://doi.org/10.1111/medu.15491
Yeh et al. compare two medical education systems to explore how liminality and rituals influence physician training and professionalism.
Read the accompanying article here: https://doi.org/10.1111/medu.15483
This realist review describes the added value stakeholders derive from individuals adopting the dual roles of clinician and teacher, highlighting means of maximizing their benefits.
Read the accompanying article here: https://doi.org/10.1111/medu.15476
At last! An article that links acculturation literature and theory to action to support International Medical Graduates' transition to new countries.
Read the accompanying article here:
https://doi.org/10.1111/medu.15175
Rüb et al. explore how cinemeducation can be used to enable the next generation of health professionals to engage with critical reflection, perspective taking and learning through emotional narratives.
Read the accompanying article here: https://doi.org/10.1111/medu.15166
Given that collaborative practice differs across international context, Kent and Haruta detail how interprofessional curricula must as well.
Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15424
Brazil’s “Pedagogy of Connection" is analyzed as a means to bridge healthcare, community, and social justice while offering a model for decolonizing and humanizing medical education.
Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15486
The authors offer an empirically informed model of learning of clinical reasoning in the clinical environment by drawing on the concept of "sensemaking".
Read the accompanying article here: https://doi.org/10.1111/medu.15461
In this article, Heather Nichol et al. explore resident experiences of vulnerability and consider how to embrace the value of vulnerability while mitigating its risks.
Read the accompanying article here: https://doi.org/10.1111/medu.15426
Turning lemons into lemonade, @AKajamaa track disruptions in patient care processes to outline how repair efforts yield sources of stability, learning and change in hospital care.
Read the accompanying article here: https://doi.org/10.1111/medu.15407
Huang et al. document discourses surrounding the use of electronic health records in medical education to advance understanding of their impact on training.
Read the accompanying article here: https://doi.org/10.1111/medu.15428
Victoria Luong and colleagues explain how epistemic injustice can help us reframe complex problems in medical education as a means of treating people as fully human.
Read the accompanying article here: https://doi.org/10.1111/medu.15410
van Enk and colleagues show that undocumented contributions in competency committees often work in service of best efforts to ground decisions in documentation.
Read the accompanying article here: https://doi.org/10.1111/medu.15457
Wondering how to get the lessons from your scholarship disseminated more powerfully? @GabbyBrandy6 describe verbatim theatre as a creative approach to health professions education research translation.
Read the accompanying article here: https://doi.org/10.1111/medu.15449
Critical ethnography is offered as a method to uncover and address core assumptions in medical education, promoting inclusivity and fairness by questioning dominant perspectives.
Read the accompanying article here: https://doi.org/10.1111/medu.15401
Often left out our literature, student affairs leaders hold unique roles in medical education; here, @kmcowen et al. share data aimed at advancing understanding of their activity to offer powerful insights into our field.
Read the accompanying article here: https://doi.org/10.1111/medu.15389
This ethnography reveals how gendered hierarchies disadvantage female students & doctors, impacting professional growth. Role models & extended placements are recommended to help women gain social and cultural capital.
Read the accompanying article here: https://doi.org/10.1111/medu.15379
Upon scoping the literature, the authors propose a theory-backed conceptual model to delineate the interconnected relationships between key factors affecting the professional identity formation of physicians.
Read the accompanying article here: https://doi.org/10.1111/medu.15399
Bull et al. analyze students' experiences to show that they seek individuals with whom they feel compatible to maintain ‘equilibrium’ and support both academic performance and wellbeing.
Read the accompanying article here: https://doi.org/10.1111/medu.15367
What do physician learning journeys after formal training look like? Allen et al. used narrative analysis to explore how physicians' learning journey changes across their careers.
Read the accompanying article here: https://doi.org/10.1111/medu.15375
Want to know more about doctors' decision-making processes when choosing a specialty? Check out this article!
Read the accompanying article here: https://doi.org/10.1111/medu.15368
Student experiences seeking accommodations in health and human services fieldwork education show how ableist structures lead to marginalization despite legal mandates to accommodate.
Read the accompanying article here: https://doi.org/10.1111/medu.15365
How can political science help us better understand globalisation challenges in medical education? Read this new article to find out more
Read the accompanying article here: https://doi.org/10.1111/medu.15459
Kimmel-Morrison et al. offer empirical guidance regarding how physicians' relationships with patients and their caregivers are important influences on clinical reasoning
Read the accompanying article here: https://doi.org/10.1111/medu.15377
van Wijk et al. offer a clear and detailed overview of the barriers students experience using feedback following progress tests, thereby outlining essential steps toward improving their educational value.
Read the accompanying article here: https://doi.org/10.1111/medu.15378
Unraveling underlying processes in #intraprofessional #workplacelearning in residency training: agentic behavior, stereotyping and learning from collaboration experiences are explored.
Read the accompanying article here: https://doi.org/10.1111/medu.15271
This review of 243 papers highlights positive impacts of international placements on personal & professional development, suggesting more focus is needed on educational processes surrounding cultural competence.
Read the accompanying article here: https://doi.org/10.1111/medu.15294
Through examination of 53,000 workplace-based assessments at 7 schools, no factors were found to be consistently associated with reliability, leading to the conclusion that these assessments are best used for formative feedback only.
Read the accompanying article here: https://doi.org/10.1111/medu.15291
Building on the literature suggestive of Test-enhanced Learning offering a powerful education strategy, the authors report that immediate & delayed feedback is equally beneficial.
Read the accompanying article here: https://doi.org/10.1111/medu.15287
This integrative review article explores refugee doctors' workforce integration needs introducing use a serious game into the analysis.
Read the accompanying article here: https://doi.org/10.1111/medu.15290
Receiving students' feedback is detailed to be an emotional process that happens in the context of a relationship and can nurture teachers' professional and personal development.
Read the accompanying article here: https://doi.org/10.1111/medu.15264
Using CPD organizations's response to the covid crisis, Paton et al. demonstrate the importance of time and relations as a means to embrace creative, flexible, and socially connected solutions in future.
Read the accompanying article here: https://doi.org/10.1111/medu.15265
Demonstrating how the academic performance of medical graduates can be adversely affected by crises such as war, Soqia et al. undescore the importance of safeguarding educational institutions #SyrianCrisis
Read the accompanying article here: https://doi.org/10.1111/medu.15385
"Through their scoping review, Kajee et al. illustrate how mindfulness training seems to improve distress, depression and anxiety while findings regarding burnout are mixed and too little work has been done regarding empathy."
Read the accompanying article here: https://doi.org/10.1111/medu.15293
This research uses students' certainty when responding to Multiple Choice Questions to reveal that self-monitoring efficiency develops early in one's training, but then reduces as safety increases.
Read the accompanying article here: https://doi.org/10.1111/medu.15253
Technology supported learning.
Read the accompanying article here: https://doi.org/10.1111/medu.15198
Sweet, sweet music! The authors of "Music in medical education" offer a comprehensive picture of how music has been used in medical education, providing guidance for teaching and research.
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https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15255
This study delves into how a medical training fosters socially accountable physicians. Findings underscore the importance of experiential learning, community engagement, and collaborative curriculum development.
Read the accompanying article here:
https://doi/10.1111/medu.15260
This Cross-cutting Edge article draws on emotional intelligence research to look again at the socioemotional traits and abilities that are required for clinicians to sustainably deliver person-centred care.
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https://doi.org/10.1111/medu.15244
A view from the top! Read top-level healthcare leaders’ perspectives on the implementation of simulation-based education. #SBE #toplevelperspectives #implementation
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https://doi.org/10.1111/medu.15248
In this mixed-methods study, @DrNariell, Machado and Blackburn explore UK BAME medical students- perspectives on the barriers and facilitators they experience during their training. #MedEd #MedTwitter
Read the accompanying article here:
https://doi.org/10.1111/medu.15246
This study uses sociomateriality to advance understanding of complex human-material interactions and explain how simulation can evolve beyond standardization to yield better learning.
Read the accompanying article here:
https://doi.org/10.1111/medu.15201
In this edition of @medEd_journal, @jbullockruns et al. describe identity safety, where learning environments allow learners to exist as their authentic selves. The figure is worth 1000 words.
Find the accompanying article here:
https://doi.org/10.1111/medu.15174
Check out how @Betty_EvalEd explored the persistent tensions that shape evaluation practice in an accreditation context.
Find the accompanying article here:
https://doi.org/10.1111/medu.15218
How practitioners construct reflection influences alignment between training ideals and reality. Here, Schaepkens et al. explore reflection in General Practice to reveal how nuance and complexity influence negotiations of its professional value.
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https://doi.org/10.1111/medu.15183
Broadening health professions curricula to include critical consciousness implies potential change in teaching practices. Blitz and van Schalkwyk explore faculty developers' resultant need to reconsider their remit, approach and offerings.
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https://doi.org/10.1111/medu.15216
You et al. quantify the role of a country’s first-round accreditation in promoting medical schools’ performance on licensing examinations, adding support for the value of accreditation.
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https://doi.org/10.1111/medu.15158
Hampshire et al. quantify the impact of emissions created by in-person medical school and residency interviews.
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https://doi.org/10.1111/medu.15186
Brown et al. offer a #sociomaterial investigation of a pandemic disrupted #OSCE, describing it as disembodied and dehumanised but safe and feasible, while offering insights into virtual assessment's strengths and limitations.
Read the accompanying article here:
https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15173
The authors report factors considered relevant to medical school applicants' "distance travelled" to inform holistic review processes and the analysis of the narratives they include.
Read the accompanying article here:
https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15167
Rüb et al. explore how cinemeducation can be used to enable the next generation of health professionals to engage with critical reflection, perspective taking and learning through emotional narratives.
Read the accompanying article here:
https://onlinelibrary.wiley.com/doi/10.1111/medu.15166
At last! An article that links acculturation literature and theory to action to support International Medical Graduates' transition to new countries.
Read the accompanying article here:
https://onlinelibrary.wiley.com/doi/10.1111/medu.15175
Is artificial intelligence (AI) ready to replace clinicians in clinical skills assessment? In this paper, Johnsson et al. use Kane's framework to compare validity evidence between the two.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.15190
This study explores sustainable strategies for virtual education, emphasizing a systems approach and outlining how medical educators play a crucial role in bridging sustainable healthcare and medical education.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.15202
Do simulated emergencies recreate the psychological experience of real-world clinical practice? They are certainly stressful, but perhaps in a different way.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.15155
Kaldkjian et al. reveal that that medical students and physicians describe practical wisdom as a multidimensional capacity that is goal-directed, context-sensitive, deliberative, and closely related to professionalism and humanistic care.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.15108
There is increasing international interest in applying social cognitive factors to medical students' career development programs. This study reveals their relationship with academic satisfaction, emphasizing that they play a larger role than demographic differences.
Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15070
Transitioning from student to doctor isn't just a struggle; it's a transformative experience. This study delves into how medical interns in Sweden perceive this journey. It's not just training; it's a journey of self-discovery, competence, and confidence.
Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15146
Reinders and Krijnen show that interprofessional identity is a source of intrinsic motivation towards interprofessional collaboration, influencing problem solving as well as teamwork.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15096
How do family physicians make practice decisions in small learning groups? They discuss, question, share experiences, and validate new info. This study reveals the "change talk" process, helping bridge the gap between current and best practices.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15120
This work outlines the struggles inherent in physicians integrating "mentor" into their identity, which can lead them to tell contradicting stories as they shift between multiple identities.
Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15117
This study explores two plotlines describing how assessment impacts trainees' identity: "striving to thrive" and "striving to survive". Narratives reveal growth or oppression; character tropes play a role, shedding light on broader medical education discourses along with valuable insights for educators.
Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15152
Medical school environments can be exclusionary and inequitable to first in family medical students. Critical reflexivity is proposed as a way forward to help foster more inclusive and equitable learning environments.
Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15116
Longitudinal Integrated Clerkships provide educational continuity, enabling trusting patient-student relationships that lead students to become agents of change and enhance patient outcomes.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15013
This scoping review explores self-monitoring in GME and presents a framework defining self-monitoring based on time- and context-dependence. It reflects how self-monitoring can improve to impact performance.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15023
Schubert at al. review the literature to determine what is required to nurture and support professional identity from training to practice in ways that support the realisation of mental healthcare reform.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15082
Degree classifications may be another form of inequity in medical education given variation in terminology, criteria, and percentage of students awarded. Byrne et al. argue a need to better understand the consequential validity of these awards.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15019
In the latest instalment of Medical Education Mythology, Thomas and Ellaway explore five myths surrounding "problems" in health professional education research and their impact on using research to guide practice.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15067
Doctor-patient relationships are changing as shared decision-making and patient access to information increases. Here graduates are reported as being well prepared for patient-centred care while more work is needed to achieve patient empowerment.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.15020
Shah et al. explore how context and organizational culture influence curricular reform, reinforcing the view that such reform is not simply about putting recommendations into practice.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14994
The authors’ narrative analysis reveals identity dissonance experienced by trainees, as they transition to medical registrar, in ways that herald need to empower a sense of agency to support identity work.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14965
Elmberger et al. find that faculty development has limited impact beyond the individual participants, with educators from different settings having similar difficulties enabling change in their clinical workplaces.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14992
The authors demonstrate how priority needs given to system-level practices and policies that support inclusion if practitioners and students with disabilities are to experience a sense of legitimacy and belonging.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15002
By blending narrative and Indigenous research approaches, the authors explore Indigenous learners' motivations for pursuing a career in medicine, the barriers and enablers they encounter, and their future aspirations.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15000
The authors use interviews with trainees and faculty to demonstrate that the current paradigm of medical education conflicts with the implementation of anti-oppressive pedagogy.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15016
The study establishes widespread hetero/cis normativity in UK pharmacy education, exposing a hidden curriculum that opposes LGBTQIA+ people. Queer pedagogy is offered as a means of questioning, resisting, and disrupting such patterns.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15018
In this study the authors demonstrate that residents and nurses believe nurses to have a role in guiding residents’ workplace learning; perceptions of whether residents were being guided by nurses, however, differed.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14951
Analyzing the term 'chalk talk,' the latest "When I Say…" article in @MedEd_Journal generates reflection on multimedia learning and the importance of emphasising learner engagement.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.15069
Residents' interpretation of being allowed to fail is shown to be colored by attributions of supervisor intention, thereby influencing what is learned from failure and emphasizing the importance of explicit conversation.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14966
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https://onlinelibrary.wiley.com/doi/10.1111/medu.15073
Stephenson et al. report that even if livestreaming education effectiveness is rated as somewhat lower than in-person teaching, livestreaming may be as engaging as in-person CME.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14996
In recent years, digital tools have revolutionized anatomy education. This paper demonstrates that not all anatomical branches may profit from advanced 3D representations.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14993
‘Not noticing’ can have profound consequences for patients. In this paper, the authors explore how concepts of noticing that have been utilized in teacher education can be applied in health professions education.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14978
The authors demonstrate how back-up call systems put in place to address resident illness and patient volume may be linked with General Practice trainee burnout.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.15003
Prentice et al. propose a novel model of burnout and wellbeing amongst General Practice trainees that is underpinned by trainees' value fulfilment.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14931
Farrell et al. demonstrate that longitudinal academic coaching provides residents a space to focus on professional identity development separate from clinical work.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14942
Authorship counts reveal an imbalance of voices in #meded, especially when considering the intersection of gender & geography, thereby providing a starting point for discussion of how to move towards a field that values diverse ways of knowing.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14959
The authors report that applicants to undergraduate health professions education prefer selection methods that provide a sense of control and allow the demonstration of more than just academic ability.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14949
After interviewing physical therapy students, the authors suggest that adaptive expertise is a threshold concept that requires the “troublesome” discovery of the limits of “knowing all the answers.”
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14887
In this Research Approaches article, the authors critically outline the Action-Project Method as a means of gaining deeper understanding into how individuals engage together in goal-oriented actions.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14935
Synthesizing theories and frameworks from psychology and education, Nelson and Eliasz propose a unified understanding of the powerful "desirable difficulty" effect.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14916
In this @MedEd_Journal article @drsitu and @meekslisa call for a Quality Improvement approach to #DisabilityInclusion. To achieve greater access and increase #DocsWithDisabilities we need actionable, meaningful change in medical training.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14878
The authors use Brazil and the US as case studies to provide an overview of procedures and tensions related to accreditation, licensure and certification for quality assurance in health profession education.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14880
Rashid employs critical discourse analysis to explore the globalisation of medical school regulation and its role in quality improvement.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14804
The authors use Brazil and the US as case studies to provide an overview of procedures and tensions related to accreditation, licensure and certification for quality assurance in health profession education.
Read the accompanying article to this podcast:
https://onlinelibrary.wiley.com/doi/10.1111/medu.14880
Jamieson presents a narrative review exploring assumptions and practices in the continuous quality improvement of medical curricula, with recommendations for ways to approach this activity.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14912
Paradoxically, virtual care is found to be valued for patients but not for the learners who need to care for those patients. This article explores the perception that virtual care settings offer inferior learning experiences.
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https://onlinelibrary.wiley.com/doi/10.1111/medu.14861
How can we improve medical students' uncertainty tolerance? This important question is addressed in the current issue through a review of existing interventions.
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https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14873
You et al. report that medical students with higher perceived academic performance have lower rural practice intention, illustrating an important factor in students' consideration of career options.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14918
With the field's increased reliance on narrative-based assessment, @mooneymed and colleagues examine predictors of faculty narrative evaluation quality in clinical clerkships. #URResearch #Meded
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14911
Although virtual environments have the potential to increase psychological safety and blur professional distinctions, such factors require care when planning virtual interprofessional education activities.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14867
In #HPE we often conceptualize validity as an argument. But what is argumentation? From what guiding principles might HPE draw? @Midwest_MedPeds @DrDanSchumacher @erikwdriessen @LaraVarpio review argumentation theory to explore these questions.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14882
Using cultural historical activity theory insights, the authors discover ways in which student-led healthcare service-learning programs can create a ‘win-win’ situation, facilitating student learning and community benefit.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14869
Wong et al. demonstrate that residents are uniquely positioned to create a strong educational alliance with students in which feedback conversations can flourish.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14847
Medical residents often rely on mental shortcuts when prescribing medications. Interventions are offered for reducing sub-optimal prescribing by managing stress and perceived pressure.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14845
This mixed-methods study identified goals, strategies, barriers and enablers of longitudinal learning and caregiving. Findings are situated within the framework of relational learning and can inform faculty development.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14842
The authors identify distinctive educational affordances of external observation in general practice training that can complement supervisor observation of trainees.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14841
The authors evidence preparation strategies associated with success in medical school selection while highlighting how challenging they are to access for socio-demographic groups underrepresented in medicine.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14811
Using critical realism, this study reports on how and why balancing the interplay between learner and faculty agency, assessment structures, and the cultural system is key to developing new assessment practices.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14807
Schumacher et al highlight how clinical competency/entrustment committee members place considerable value on trainees knowing their limits and seeking help when making decisions about entrusting trainees in the future.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14797
In their exploration of mental health stigma, Sukhera et al. found tension between professionals' heroic public disclosures of vulnerability and private contexts that reward and expect perfectionism.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14790
This phenomenological study explored how members of the medical education community have experienced grief and relief through the COVID-19 pandemic, leading to critical reflections on how they want to live in the future.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14793
Du et al. reveal high variation in participants' perceptions of professional agency, indicating a need for establishing a common understanding of PBL facilitation in context.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14792
Pre-clinical learning materials on pelvic examination are found to under-represent specific populations, present limited patient preferences, and centre clinical authority over patient agency, undermining notions of patient centredness and cultural competence.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14737
Hatfield et al. demonstrate that medical students do not reduce preceptor productivity when measured by number of patients seen per half-day, raising questions about healthcare organization financial policy.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14733
Stephens et al. demonstrate that clinical medical students experience uncertainty in a wide variety of ways that often differ from the experiences of clinicians with more established knowledge and careers.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14743
The authors explore medical student engagement by considering methods of measurement, drivers, and outcomes. Sensitivity and malleability to context appear paramount to better understanding this concept and creating hope for beneficial interventions.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14799
By analysing 50,120 medical student evaluations over 15 years, the authors found that the number of failing evaluations is decreasing over time. Senior faculty were more likely to document poor student performance than assistant professors.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14725
Cantillon et al. explore how clinical teaching and learning are uniquely shaped by the specialty-specific cultures of postgraduate training.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14727
This paper offers examination of how residency applicants assess fit to the programs at which they interview during the virtual recruitment era, showing that female and minority applicants perceive poorer fit.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14729
The authors explored how group alliance, or specialty identity, primes conversations between physicians in moments of conflict, emphasizing the importance of uniting as one team to care for the patient.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14715
In this systematic review, the authors present 5 concepts as a framework for understanding the shared and unique experiences of IMGs worldwide that could, thereby, be used to guide needs assessment and policy.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14708
Quyam and Abumehdi's examination of trainee experiences during the pandemic leads them to suggest incorporating states of impairment into education to maximise opportunities for growth rather than simply trying to 'treat' impairment away.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14738
China's growth in simulation centres is analyzed to reveal three implementation strategies common to high-performance centers: facility management platforms, teaching and training centers, and innovation centers.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14741
By reviewing training strategies, the authors offer practical explanations for what does and doesn't work to support person-centredness, arguing it is critical for us to explain why person-centredness matters.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14707
This study illuminates the dynamic process of student engagement in small-group active learning settings and explains the difficulty teachers have recognizing and influencing engagement in practice.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14710
Van Duin et al. demonstrate that junior doctors learn interprofessional collaboration implicitly, leading to practical implications to help junior doctors become effective team members.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14711
This article demonstrates how residents' beliefs/attitudes affect their interactions with each other. The results suggest effective change can be achieved by small interventions that are easy to implement.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14706
This scoping review outlines doctors' mixed views on the processes used for maintenance of competence and highlights their implications for research and practice.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14678
Using natural language processing, Gin et al demonstrate how narrative feedback and entrustment decisions are intertwined, providing empirical evidence regarding how formative processes can help trainees achieve competencies.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14696
Examiner DRIFT and contrast effects are well established effects in #AssessorCognition but how pronounced are they in real #OSCEs? Yeates et al found muted evidence and discuss why effects may vary between settings.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14713
The authors demonstrate that how trainees perceive their supervisors to use power influences their trust and their willingness to engage in assessment for learning in the workplace.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14631
Women students are seen to demonstrate knowledge of “ideal worker norms” very early in medical school; the authors explore how they made sense of norms and began to navigate the gendered organization of their chosen careers.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14709
Stojan et al. explore the role of uncertainty in clinical reasoning and demonstrate how testing and treatment threshold determinations vary with clinical experience.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14673
For medical educators using reflective writing to remediate professionalism, this work suggests using it only for learning around professional identity and engaging residents in multiple writings over time with feedback and coaching.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14625
This paper highlights the importance of healthcare trainees acquiring membership within healthcare teams to enhance their learning experience, advance their professional development and improve patient care.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14684
This work demonstrates how longitudinal rotation models can make an important contribution to the entrustment of patient care to students.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14607
Sheehan and Wilkinson focus on how learning is shaped by the physical environment, the interactions and behaviours of other health professionals, the systems in place to guide care, and culture to challenge beliefs about who 'holds' knowledge. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14630
The authors share a vision for addressing bias and inequities in medical education by embracing the intersection of multiple social identities. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14602
Meredith Vanstone and Lawrence Grierson reflect on the concepts social power and hierarchy for medical education, highlighting the fluidity, multiplicity, and bi-directional nature of hierarchy.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14659
The author explores how physician wellness concepts have changed over time, factors affecting physician well-being, interventions, and the application of quality improvement methods to guide future directions.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14671
The authors explore the concept of situation by reflecting the importance of shifting evaluation from focusing on outcome measurement to investigation of contributing factors.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14654
The authors present five narrative analytic lenses for researchers in health professions education, highlighting both the promise and partiality of narrative analysis. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14597
Gender bias was explored in resident evaluations from attendings by analyzing thousands of written evaluations over six years; none was found #NLP #MedEd #medtwitter. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14593
This study sheds new light on the identities experienced nurses construct in their narratives of interactions with trainee doctors, thus facilitating learning in practice about key tenets of medical competence. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14575
The authors describe how a multi-pronged, antiracist approach improved the diversity of the students that matriculated to their medical school. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14589
Two sides of the coin: With this systematic review, the authors synthesize evidence demonstrating how #SoMe can improve outcomes despite ongoing questions about professionalism. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14567
Noting the lack of clarity in medical education about how to approach politically charged topics with learners, the authors provide a framework to facilitate conversation and make the range of approaches more visible. Read the accompanying article to this podcast here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14570
While pre-clerkship placements in Family Medicine were found to be associated with career choice, the effect appears stronger for immersive, full-time placements lasting 4-11 weeks, and for students with prior interest in FM. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14578
Trigger warnings are demonstrated to have supported students' professional development by signalling the need to recognise emotional responses and manage wellbeing.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14576
Lee et al. suggest a systematic conceptualization of the medical pause, focusing on its importance, processes, and implementation in training programs.
Read the accompanying article to this audio paper: The medical pause: Importance, processes and training.
Overlap between personal and professional relationships are a rural norm to which students are exposed during rural placements. The authors share strategies used by physiotherapists to navigate conflicting ethical principles in such relationships.
Read the accompanying article to this audio paper: Urban ideals and rural realities: Physiotherapists navigating paradox in overlapping roles.
Fessehaie et al. reveal that drivers of student emigration differ across institutions, suggesting that efforts to retain physicians must be tailored to country and institution-specific contexts.
Read the accompanying article to this podcast: Comparing the drivers of medical student emigration intention across two African nations.
In this study, the authors explore how physician-educator identity developed in one community of practice (a graduate program in medical education) expands to interactions with other communities to form a landscape of practice.
Read the accompanying article to this podcast: Navigating landscapes of practice: A longitudinal qualitative study of physicians in medical education.
The authors present a model for the remediation of practising doctors based on an extensive realist review of the literature.
Read the accompanying article to this audio paper: Optimising the delivery of remediation programmes for doctors: A realist review.
In this three-year, multi-method, study the authors uncover six key challenges (along with plausible solutions) that competence committees grapple with as they move from concept to implementation.
Read the accompanying article to this audio paper: Competence committees: The steep climb from concept to implementation.
Effectively utilising judgement in assessment requires understanding what is deemed ‘fair’. Here the authors demonstrate the multifaceted nature of this construct along with its complexity and contextual nature.
Read the accompanying article to this podcast: Making it fair: Learners’ and assessors’ perspectives of the attributes of fair judgement.
This scoping review outlines the motivations underlying why Entrustable Professional Activities are rapidly gaining popularity and acceptance in entry-level medicine, nursing, pharmacy and allied health.
Read the accompanying article to this podcast: Entrustable professional activities in entry-level health professional education: A scoping review.
The authors explore what is known about identity development within Longitudinal Integrated Clerkships, suggesting they manifest their benefits and influence identity through continuity, relationships and responsibility.
Read the accompanying article to this audio paper: Professional identity formation within longitudinal integrated clerkships: A scoping review.
Broks et al show that increased Year-1 performance standards improve Year-1 completion rates, but not Bachelor completion rates. An intersectional approach, however, reveals differential effects for subgroups of students.
Read the accompanying article to this audio paper: Effects of raising the bar on medical student study progress: An intersectional approach.
van der Meer et al. provide a valuable conceptual framework with practical guidelines regarding how to build a Sense of Community in online medical pre-clerkship education.
Read the accompanying article to this podcast: Practical guidelines to build Sense of Community in online medical education.
When student use of open-resources is novel a disconnect emerges as standard setting panelists perceive a need to increase the pass-mark while the availability of resources actually slows student responding, resulting in no effect on score.
Read the accompanying article to this podcast: Randomised controlled trial of students access to resources in an examination.
The authors critically appraise “Love and Breakup Letter” methodology, illustrating its value to medical education research through illustrative case studies.
Read the accompanying article to this audio paper: Love and breakup letter methodology: A new research technique for medical education.
Exploring the nature of medical students' moral dilemmas in clinical practice, Ribeiro et al. expose how memorable, multidimensional, impactful, and emotionally intense these experiences are.
Read the accompanying article to this audio paper: ‘I found myself a despicable being!’: Medical students face disturbing moral dilemmas.
Hanrahan et al. examine 31 years worth of data from 5 residency programs and demonstrate a temporal relationship between interview date and applicant rank; earlier interviewees tend to rank higher.
Read the accompanying article to this podcast: You never forget your first? Impact of interview timing on institutional rank order.
While the UK and Australia recognise tensions between local and global goals, Australia appears to prioritise community values and ‘nation building’ whereas UK discourses focus on social mobility and individual responsibility.
Read the accompanying article to this podcast: Meritocratic and fair? The discourse of UK and Australia's widening participation policies.
The authors demonstrate that collaborative learning between pairs of medical students is perceived and valued differently by different stakeholders in the clinical setting, particularly with respect to the patient perspective.
Read the accompanying article to this audio paper: Is two a crowd? A qualitative analysis of dyad learning in an OBGYN clinical clerkship.
Over the last 20 years, the number of #MedEd reviews has grown >2600% (4200% for scoping reviews). To explore this growth, Maggio et al. conducted a scoping review of 101 scoping reviews across 14 journals.
Read the accompanying article to this audio paper: Scoping reviews in medical education: A scoping review.
Noting that interviewed residents described asking for help as an act of performance, Jansen et al. use a sociocultural lens to address the role of the healthcare team and learning environment in help-seeking.
Read the accompanying article to this podcast: An act of performance: Exploring residents’ decision-making processes to seek help.
Gonzalez et al. demonstrate a deep chasm between clinical students' acceptance of #implicitbias and identification of strategies to mitigate such bias without targeted instruction.
Read the accompanying article to this podcast: Qualitative analysis of medical student reflections on the implicit association test.
When do incentives backfire? Wisener et al. explore how schemes intended to support clinicians in their teaching roles should be crafted with care given their complex – and at times surprising – influences on motivation.
Read the accompanying article to this audio paper: Incentives for clinical teachers: On why their complex influences should lead us to proceed with caution.
Mosley et al. demonstrate that non-white medical students experience cognitive dissonance around the presentation of race and race-disease associations in medical education.
Read the accompanying article to this audio paper: Thinking with two brains: Student perspectives on the presentation of race in pre-clinical medical education.
By showing promotion in medical education is shaped by ideologies that create different experiences for men and women, Varpio et al. offer insight into how we might reverse the underrepresentation of women in the field's highest ranks.
Read the accompanying article to this podcast: Attaining full professor: Women’s and men’s experiences in medical education.
The authors illustrate how rewards for teaching activities send a message, building morale by conveying that the educational mission remains a priority in this era of increasing clinical and administrative pressure.
Read the accompanying article to this podcast: Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital.
Noting that fundamental values not explicitly described in formal accreditation standards risk becoming lost in education practices, Chen et al. identify a troubling absence of compassionate care reflected in current standards.
Read the accompanying article to this audio paper: Competent to provide compassionate care? A critical discourse analysis of accreditation standards.
Curious how growth mindset has been researched in health professions education? In this review, the authors mapped research in our field, shining light on the benefits of (and strategies to promote) a growth mindset.
Read the accompanying article to this audio paper: A review to characterise and map the growth mindset theory in health professions education.
Rudland et al. explore learner neglect in medical education and report various parallels to an existing framework of child neglect.
Read the accompanying article to this podcast: Medical student learner neglect in the clinical learning environment: Applying Glaser’s theoretical model.
Medical students' intentions upon graduation are the strongest predictors of engaging subsequently in rural work, but intentions can be changed by enabling rural opportunities during training.
Read the accompanying article to this podcast: Intention mutability and translation of rural intention into actual rural medical practice.
Countering claims of tension between theory and practice, Tolsgaard et al. empirically address the myth that health professional education divide easily into ‘ivory tower research’ or ‘in‐the‐trenches practice’.
Read the accompanying article to this audio paper: The myth of ivory tower versus practice‐oriented research: A systematic review of randomised studies in medical education.
It is well‐established that relationships are crucial to effective education. Here Atherley et al. explore how relationships change as students transition into clinical training.
Read the accompanying article to this audio paper: Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training.
Entrustment, often considered something supervisors give to trainees, was found to sometimes be taken by virtue of students’ active management of their informal supervisory networks.
Read the accompanying article to this podcast: Entrustment decisions and the clinical team: A case study of early clinical students.
Ever wonder what's going on in the mind of OSCE examiners? This study explores that ‘black box’ and highlights why the evaluation of borderline candidates is particularly taxing.
Read the accompanying article to this podcast: Examiners’ decision‐making processes in observation‐based clinical examinations.
Vass and Adams explain why stronger anti‐racist pedagogy is urgently required in medical education through examination of knoweldge and expertise related to Indigenous health content.
Read the accompanying article to this audio paper: Educator perceptions on teaching Indigenous health: Racism, privilege and self‐reflexivity.
In this paper, Groenier et al. demonstrate how radiologists transition from near‐automatic to effortful reasoning to illustrate how clinicians 'slow down' the reasoning process.
Read the accompanying article to this audio paper: The process of slowing down in clinical reasoning during ultrasound consultations.
Caught between learning and performance mindsets, Huffman et al. reveal that residents “front stage” a performance based mindset based on perceptions of formal assessment and their relationship with supervisors.
Read the accompanying article to this podcast: Resident impression management within feedback conversations: A qualitative study.
Cornett et al. use realist review to examine how scholarly experiences can act as a means to develop in‐depth knowledge and research skills while supporting research outputs and future research interests.
Read the accompanying article to this podcast: A realist review of scholarly experiences in medical education.
Moving beyond simplistic solutions, Gordon and Cleland highlight the value of organisational theories for unlocking the complexity of change in medical education.
Read the accompanying article to this audio paper: Change is never easy: How management theories can help operationalise change in medical education.
The authors turn to Deming for a #QI framework to support continuous improvement of #MedEd practice and scholarship.
Read the accompanying article to this audio paper: Application of continuous quality improvement to medical education.
van der Niet & Bleakley examine ambiguous and ethically problematic effects of Artificial Intelligence for medical education, including shifting practice towards objectification of patients.
Read the accompanying article to this podcast: Where medical education meets artificial intelligence: ‘Does technology care?’.
Shaky conceptual foundations, over‐reliance on objectivism, and use of a "disease model" have led to excess focus on solutions & loss of opportunities for resilience development in our struggle with impaired wellness.
Read the accompanying article to this podcast: Why impaired wellness may be inevitable in medicine, and why that may not be a bad thing.
To help educators identify cognitively overloaded trainees, Sewell et al. characterize four different indicators of overload that manifest in the HPE workplace.
Read the accompanying article to this audio paper: How do attending physicians describe cognitive overload among their workplace learners?
While critically important, intraprofessional collaboration is not learnt spontaneously. Improvements in mindset, professional identity and power dynamics are crucial to its promotion.
Read the accompanying article to this audio paper: Chances for learning intraprofessional collaboration between residents in hospitals.
How do trainees distinguish and navigate their learning trajectories? Brydges et al. use self‐regulated learning theory to identify how invasive procedures are learned at the bedside. Read the accompanying article to this podcast: Resident learning trajectories in the workplace: A self‐regulated learning analysis - Brydges - 2020 - Medical Education - Wiley Online Library
Judgments about what is useful #evaluation create boundaries for evaluation’s impact on #HPE #MedEd. Onyura outlines this argument by examining how utilization priorities influence evaluation scope and quality. Read the accompanying article to this podcast: Useful to whom? Evaluation utilisation theory and boundaries for programme evaluation scope - Onyura - 2020 - Medical Education - Wiley Online Library
The authors demonstrate that workplace‐based assessment's utility is largely determined by user‐tool‐context interactions and they provide 12 lessons to guide optimisation.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14221
Commonly thought of and studied from the perspective of individual decision‐makers, Koufidis et al. study how context drives judgment and generates learning potential.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14222
Adding to the Cross‐cutting edge series, Johnston et al. introduce readers to the postmodern concept of the simulacrum, explore its relevance to the growing field of simulation education. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14136
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14201
Sehlbach et al. use observations and interviews to examine how physicians use informal feedback for professional development, highlighting how workplace learning could be improved through collaboration.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14148
How can we ensure successful faculty development initiatives? This realist evaluation recommends improved transparency, effective communication, and proper evaluation. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14204
In this paper, the authors highlight factors that contribute to system‐level interdependence and discuss the implications these factors have for resident assessment.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14147
Trying to measure engagement in self‐regulated learning? This paper stresses the value of prioritizing microanalysis given relationships with biomedical science learning outcomes.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14079
The authors use Social Cognitive Theory to describe professional identity formation in residency training, highlighting the relationship between autonomy, making decisions, responsibility for patients.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14073
Digital badges represent an innovative instructional strategy involving credentialing competencies to provide evidence for skill acquisition. This systematic review reveals pedagogical, research limitations, provides an evidence‐based foundation for designing, implementing digital badges.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14060
While unexpected experiences can be memorable, Monteiro and Sibbald challenge the assumption that they should be built into simulation to enable learning.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14141
Psychological safety is an important concept for facilitating student learning, but what behaviours are likely to enable it in the workplace? Feedback videos reveal how educators might foster learner safety.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14154
Internationalisation is generally embraced with positivity by teaching staff in international medical programmes. This article, however, shines a light on the ethical dilemmas it poses through marketisation and homogenisation.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14054
Good news for those whose resources won't support a formal standardized patient program: This systematic review demonstrates that peer simulation offers a viable alternative that positively influences student communication and development of empathy.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14058
This Research Approaches article introduces focused ethnography as a qualitative strategy for exploring episodes of interaction that may allow for deeper understanding of socio‐cultural influences on medical education.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14045
While it appears that entrustable professional activities and entrustment scales can support assessment for learning in postgraduate medical education, this study shows that key dilemmas need to be managed to ensure successful implementation.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14047
Is self‐regulated learning entirely self‐regulated? Bransen et al. share data demonstrating it to be embedded in co‐regulated learning, characterized shifts in regulatory focus, drivers for regulation, and co‐regulation partners.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14018
Digging into the educationally strategic phenomenon of spaced learning, the authors discover variety that leads them to propose a comprehensive definition and emphasise that detailed format descriptions are needed to facilitate further development.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14025
Although tolerance for uncertainty is broadly considered important for high quality care of patients, this review suggests it may also be associated with the wellbeing of doctors and students themselves.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14031
Ever felt like you were faking competence? This review examines the current literature on Imposter Syndrome among physicians and trainees to build an agenda for progress through research.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13956
Unwilling to accept that myths are simply lies to be eradicated, Martimianakis et al. explore mythmaking as a socio‐cultural and political process. In doing so, they distinguish myth‐busting, expunging pseudoscience, from myth‐making, a mechanism of social formation.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13828
Okay boomer … while generational labels are often used heuristically, Jauregui et al. take a closer look at how generational archetypes perpetuate unfounded generalizations and recommend adopting ‘generational humility’ to purposefully address influences on each generation of learners.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13795
Asghar et al. show that candidates who declare dyslexia on high stakes clinical skills examinations are less likely to pass, confirming the importance of monitoring performance in this group and addressing differential attainment where needed.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13953
Klein and McColl review how cognitive dissonance can distort judgments, delay optimal responses and hinder learning in clinical settings in an effort to develop a model outlining how it occurs and to derive suggestions for reducing its impact.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13938
Job control and supervisor support are identified through this research as resources associated with residents “speaking up” and making suggestions for change, but the importance of each may depend on the setting in which residents work.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13951
How can medical schools influence regional inequities in access to medicine? This paper describes how expansion policy impacts upon the distribution of the medical workforce and the capacity to attract doctors to underserved areas.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13941
The purpose of this study was to explore how expert assessors process and construe or bring meaning to narrative data when interpreting narrative assessment comments written by others in the setting of standardised performance assessment.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13924
Health care students face many situations during their education that might be emotionally challenging. The purpose of the study was to explore medical students’ main concerns relating to emotionally challenging situations during their medical education.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13934
How does variability arise when different groups decide upon the appropriate cut score for an examination? The authors shine light on this question by exploring the complex interaction between individual and group processes.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13915
This review provides an overview of the challenges faced during interprofessional placements and makes recommendations for facilitating collaborative practice to address increasingly complex healthcare needs.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13891
This exploratory study examines the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure‐track and sessional faculty members.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13909
The authors demonstrate the marginalisation of primary care‐based teaching and propose a novel explanation rooted in CoP theory.
Read the accompanying article to this podcast:https://onlinelibrary.wiley.com/doi/10.1111/medu.13882
The authors of this qualitative study illustrate the processes of evidence interpretation Clinical Competency Committees (CCCs) use to grapple with and weigh assessment data. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13884
The hidden curriculum is seen to shape new medical graduates’ understanding of the expectations of them as doctors in ways that inspire dysfunctional strategies to meet those expectations. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13899
Trainees' success at drawing upon the expertise of their supervisors plays a substantial role in determining the learning benefits derived from clinical encounters. This paper outlines four types of practice students use. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13822
While serving as both coach & assessor might seem rife with conflict, Meeuwissen et al. report that one's approach to mentoring may determine the likelihood of difficulty. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13811
Treating theory as a character in a story, Brown et al. demonstrates how theory can be written into research papers in a way that contributes meaningfully to the research narrative. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13793
Armson et al. explore the coaching skills required to enhance resident acceptance of feedback - a combination of process and content skills that must be carefully selected depending on the needs of the particular resident. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13818
While complex learning tasks in simulation-based training are more cognitively challenging and make novices more prone to generating mistakes, they are considered more valuable learning experiences from the trainees' perspective. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13748
By studying transgender healthcare, Stroumsa et al. discover that caregivers' prejudices (transphobia) better predict competence than their knowledge. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13796
Van Andel et al. demonstrate that ethnicity-related differences in clinical grades can be reduced using multiple assessors, multiple assessments and multiple evaluation moments. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13790