Transitioning from student to doctor isn't just a struggle; it's a transformative experience. This study delves into how medical interns in Sweden perceive this journey. It's not just training; it's a journey of self-discovery, competence, and confidence. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15146
Reinders and Krijnen show that interprofessional identity is a source of intrinsic motivation towards interprofessional collaboration, influencing problem solving as well as teamwork. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15096
How do family physicians make practice decisions in small learning groups? They discuss, question, share experiences, and validate new info. This study reveals the "change talk" process, helping bridge the gap between current and best practices. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15120
This work outlines the struggles inherent in physicians integrating "mentor" into their identity, which can lead them to tell contradicting stories as they shift between multiple identities. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15117
This study explores two plotlines describing how assessment impacts trainees' identity: "striving to thrive" and "striving to survive". Narratives reveal growth or oppression; character tropes play a role, shedding light on broader medical education discourses along with valuable insights for educators. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15152...
Medical school environments can be exclusionary and inequitable to first in family medical students. Critical reflexivity is proposed as a way forward to help foster more inclusive and equitable learning environments. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15116
Longitudinal Integrated Clerkships provide educational continuity, enabling trusting patient-student relationships that lead students to become agents of change and enhance patient outcomes. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15013
This scoping review explores self-monitoring in GME and presents a framework defining self-monitoring based on time- and context-dependence. It reflects how self-monitoring can improve to impact performance. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15023
Schubert at al. review the literature to determine what is required to nurture and support professional identity from training to practice in ways that support the realisation of mental healthcare reform. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15082
Degree classifications may be another form of inequity in medical education given variation in terminology, criteria, and percentage of students awarded. Byrne et al. argue a need to better understand the consequential validity of these awards. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15019
In the latest instalment of Medical Education Mythology, Thomas and Ellaway explore five myths surrounding "problems" in health professional education research and their impact on using research to guide practice. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15067
Doctor-patient relationships are changing as shared decision-making and patient access to information increases. Here graduates are reported as being well prepared for patient-centred care while more work is needed to achieve patient empowerment. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15020
Shah et al. explore how context and organizational culture influence curricular reform, reinforcing the view that such reform is not simply about putting recommendations into practice. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14994
The authors’ narrative analysis reveals identity dissonance experienced by trainees, as they transition to medical registrar, in ways that herald need to empower a sense of agency to support identity work. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14965
Elmberger et al. find that faculty development has limited impact beyond the individual participants, with educators from different settings having similar difficulties enabling change in their clinical workplaces. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14992
The authors demonstrate how priority needs given to system-level practices and policies that support inclusion if practitioners and students with disabilities are to experience a sense of legitimacy and belonging. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15002
By blending narrative and Indigenous research approaches, the authors explore Indigenous learners' motivations for pursuing a career in medicine, the barriers and enablers they encounter, and their future aspirations. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15000
The authors use interviews with trainees and faculty to demonstrate that the current paradigm of medical education conflicts with the implementation of anti-oppressive pedagogy. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15016
The study establishes widespread hetero/cis normativity in UK pharmacy education, exposing a hidden curriculum that opposes LGBTQIA+ people. Queer pedagogy is offered as a means of questioning, resisting, and disrupting such patterns. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15018
In this study the authors demonstrate that residents and nurses believe nurses to have a role in guiding residents’ workplace learning; perceptions of whether residents were being guided by nurses, however, differed. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14951
Analyzing the term 'chalk talk,' the latest "When I Say…" article in @MedEd_Journal generates reflection on multimedia learning and the importance of emphasising learner engagement. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.15069
Residents' interpretation of being allowed to fail is shown to be colored by attributions of supervisor intention, thereby influencing what is learned from failure and emphasizing the importance of explicit conversation. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14966
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.15073
Stephenson et al. report that even if livestreaming education effectiveness is rated as somewhat lower than in-person teaching, livestreaming may be as engaging as in-person CME. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14996
In recent years, digital tools have revolutionized anatomy education. This paper demonstrates that not all anatomical branches may profit from advanced 3D representations. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14993
‘Not noticing’ can have profound consequences for patients. In this paper, the authors explore how concepts of noticing that have been utilized in teacher education can be applied in health professions education. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14978
The authors demonstrate how back-up call systems put in place to address resident illness and patient volume may be linked with General Practice trainee burnout. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.15003
Prentice et al. propose a novel model of burnout and wellbeing amongst General Practice trainees that is underpinned by trainees' value fulfilment. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14931
Farrell et al. demonstrate that longitudinal academic coaching provides residents a space to focus on professional identity development separate from clinical work. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14942
Authorship counts reveal an imbalance of voices in #meded, especially when considering the intersection of gender & geography, thereby providing a starting point for discussion of how to move towards a field that values diverse ways of knowing. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14959
