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
