Medical Education Podcasts

When first introducing new procedural skills, direct sensorimotor experience with guided support appears more beneficial than extended observation. Read the accompanying article here: https://doi.org/10.1111/medu.15725

Offiah et al. use Hofstede's framework to explore surgical cultures and their impact on female surgeons, leading to argument that surgical culture change focused on equitability is overdue. Read the accompanying article here: https://doi.org/10.1111/medu.15726

In a world where AI appears to be exacerbating gender inequities in healthcare, the authors outline why and how health professional programs might meaningfully respond. Read the accompanying article here: https://doi.org/10.1111/medu.15657

The transition from #medstudent to doctor is filled with uncertainties. @DrMollyDineen , @InsidOutAnatomy & @GeorgieofMelb describe how this group can be supported to develop uncertainty tolerance. Read the accompanying article here: https://doi.org/10.1111/medu.15692

While transnational medical education is seen to boost workforce & local training quality, mismatches in curriculum, language & practice culture may hinder grads' readiness for international care. #MedEd #GlobalHealth Read the accompanying article here: https://doi.org/10.1111/medu.15660

Have you ever considered how we promote learner agency in medical education? In this paper @DrGerryG & colleagues shed new light on the conditions that let learner agency flourish. Read the accompanying paper here: https://doi.org/10.1111/medu.15631

#Workplacelearning is vital in acquiring interprofessional competences. However, guidance is required for trainees to optimally use IPC learning opportunities, begging the questions of does guidance on IPC occur, how and by whom? Read the accompanying article here: https://doi.org/10.1111/medu.15617

This work maps a path to a practical model of “wise competence”: Understanding incommensurability and the important role of moral economies. Read the accompanying article here: https://doi.org/10.1111/medu.15709

Medical students' daily wellness behaviors are shown to have substantial associations with mood, wellbeing, and other positive outcomes, but they do not generally appear to carry over to the next day. Read the accompanying article here: https://doi.org/10.1111/medu.15724

Health professional educators are constantly renewing curricula, but why? This review proposes a comprehensive framework to scaffold and assess renewal processes. Read the accompanying article here: https://doi.org/10.1111/medu.15614

This review paper outlines the experiences of medical students and postgraduate doctors with dyslexia, outlining several important implications for medical training. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15615

Breaking bad news is challenging; stress makes it harder. This research shows the value of stress arousal training and worked examples for helping to teach essential verbal and nonverbal communication skills.  Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15658  

Like it or not, you're a brand. Manage it well and you get promoted, grow reputation, and achieve career fulfillment. Manage it poorly and you get burned out and experience career stalls. Here, @theBranzetti et al. use brand management to provide guidance. Read the accompanying article here: https://doi.org/10.1111/medu.15601

@_Jessica_Lees et al offer a framework that extends the conceptualization of body pedagogics to recognize various roles of digital technology in the context of physical examination Read the accompanying article here: https://doi.org/10.1111/medu.15599

Do you want to know how to design a workplace that fosters peer-assisted learning for the enhancement of the clinical-reasoning by undergraduate students? Find out in this paper! Read the accompanying article here: https://doi.org/10.1111/medu.15613

The literature review explores the impact of short-term rural immersion programs on health professional students through the lens of the transformative learning theory. Read the accompanying article here: https://doi.org/10.1111/medu.15612

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