Medical Education Podcasts

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