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. Read the accompanying article here: 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. Find the accompanying article here: 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 Find the accompanying article here: 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. Read the accompanying article here: https://doi.org/10.1111/medu.15183
