In this episode: Jon Sherbino’s chosen article on cognitive overload asks ‘can you teach too much?’ Length: 19:24 min

Authors: Sewell JL, Boscardin CK, Young JQ, ten Cate O, O’Sullivan P.

Publication details: Measuring cognitive load during procedural skills training with colonoscopy as an exemplar. Medical Education. 2016 Jun;[ePub ahead of print] PubMed Link 

In this episode: Jason chose a paper that asks ‘Is bias in the eye of the beholder?’ Bias alert -  Jon Sherbino is one of the authors ;) Length: 21:45 min

Authors: Zwaan L, Monteiro S, Sherbino J, Ilgen J, Howey B, Norman G.

Publication details:  Is bias in the eye of the beholder? A vignette study to assess recognition of cognitive biases in clinical case workups. BMJ Quality and Safety. 2016 Jan;[ePub ahead of print] PubMed Link 

In this episode: Linda discusses: "Why do a masters degree in Medical Education?"  Length: 16:00 min

Authors: Sethi A, Schofield S, Ajjawi R, McAleer S.

Publication details: How do postgraduate qualifications in medical education impact on health professionals? Medical Teacher. 2016 Feb;38 2):162-7 PubMed Link 

In this episode: Jon Sherbino discusses “see one, do one, teach one” and why this is not 21st Century methodology. Length: 13:36 min

Authors: Sawyer T, White M, Zaveri P, Chang T, Ades A, French H, Anderson J, Auerbach M, Johnston L, Kessler D.

Publication details: Learn, See, Practice, Prove, Do, Maintain: An Evidence-Based Pedagogical Framework for Procedural Skill Training in Medicine. Academic Medicine. 2015 Aug;90(8):1025-33 PubMed Link 

In this episode: Linda Snell presents a paper on positive effects of social media on medical students. Length: 22:20 min

Authors: Chretien KC, Tuck MG, Simon M, Singh LO, Kind T.

Publication details: A Digital Ethnography of Medical Students who Use Twitter for Professional Development. Journal of General Internal Medicine. 2015 Nov;30(11):1673-80. PubMed Link 

Episode Length: 28:47

Author: Dhindsa et. al.,

Publication: Individualized pattern recognition for detecting mind wandering from EEG during live lectures. PLoS One. 2019 Sep 12;14(9):e0222276

Today's episode was chosen by Jonathan Sherbino.

Does Mind Wandering during lectures have a negative affect on learning? In this study 16 lecture audience members use EEGs and self-report their attention.

You may hear Jon say 'mind watering' on a few occasions, but in fairness it was recorded late at night.

 Voting on Methods and Impact start at 24:55

In this episode: Jon Sherbino presents a paper that looks beyond traidtional feedback and provides a new model. Length: 16:12 min

Authors: Sargeant J, Lockyer J, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, Power M.

Publication details: Facilitated Reflective Performance Feedback: Developing an Evidence- and Theory-Based Model That Builds Relationship, Explores Reactions and Content, and Coaches for Performance Change (R2C2). Academic Medicine. 2015 Jul; ePub ahead of print PubMed Link 

Episode length: 24:38

Author: Sukhera et. al.

Publication: The Implicit Association Test in health professions education: A meta-narrative review Perspect Med Educ. 2019 Oct; 8(5): 267–275.

The authors set out to synthesize existing knowledge about the IAT, about how and why it is used for teaching and learning in HPE. They set out to understand the assumptions and theoretical positions that inform those assumptions

Voting for Methodology and Educational Impact: 18:50

Episode 272 was first released on July 14, 2020.

Episode length: 26:52

Author: Puschel et. al.

Publication: Academic excellence in Latin America: Social accountability of medical schools Medical Teacher June 2020.

Social accountability is a key dimension of and a standard of excellence in medical education. But what is social accountability and why is it important?

Voting for Methodology and Educational Impact: 21:03

Episode length: 28:46

Author: Young et. al.

Publication: A mobile app to capture EPA assessment data: Utilizing the consolidated framework for implementation research to identify enablers and barriers to engagement Perspect Med Educ June 2020.

Tech is never a solution for poor educational design. But, good educational design can fail because of logistics.

Voting for Methodology and Educational Impact: 22:50