Medical Education Podcasts

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