KIPRIME Podcast

Diantha Soemantri is a Professor and Vice Director of medical education at the Indonesian Medical Education and Research Institute (IMERI), Faculty of Medicine Universitas Indonesia, where she graduated as a medical doctor in 2005. She acquired the Master of Medical Education title from the University of Dundee in 2007 and PhD in the same field from the University of Melbourne in 2013. 

 She is now the head of the Master in Medical Education Program at Universitas Indonesia and is also responsible for the multi- and interprofessional education of the Health Sciences Cluster. 

In this episode of the KIMPRIME podcast, Diantha talks to Alina Jenkins about her current research exploring the practice of delivering written feedback in a medical education context. She is also studying medical students’ acceptance and resistance towards e-portfolios as an assessment tool, especially in the context of specific cultural values of high collectivism, large power distance and high uncertainty avoidance. 

This is the final episode of series three. We hope to return for series four in 2025!

Dr Joanna Tai is a Senior Research Fellow at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University in Victoria, Australia.

She is also a Senior Fellow of the Higher Education Academy and an active member of several professional associations, including the Australian and New Zealand Association for Health Professions Education, the Higher Education Research and Development Society of Australasia, and the European Association for Research on Learning and Instruction.

Joanna's research spans several key areas of interest. Her work on feedback for learning explores how students engage with and contribute to feedback processes. Since her early days as a medical student, Joanna has been fascinated by the challenges surrounding feedback, particularly from the student perspective. She focuses on developing evaluative judgment and peer feedback to enhance students' lifelong learning capabilities. This research has led her to collaborate with colleagues on various projects to understand and improve feedback literacy among students.

Joanna has also developed a growing interest in assessment for inclusion. She realised that the traditional approach to assessment often requires accommodations and adjustments, emphasising a "deficit approach."

In this episode of the KIPRIME podcast, Joanna talks to Alina Jenkins about improving educational practices to ensure all students can thrive, regardless of their background or abilities.

Per J. Palmgren is an associate professor in medical education and assistant senior lecturer at the Department of Learning, Informatics, Management, and Ethics (LIME) at KI. He has been the director of doctoral studies at LIME since 2022. Per works predominantly with higher education and pedagogy for doctoral and faculty development courses, and he also works partly as a pedagogical advisor and senior lecturer in higher education at the Scandinavian College of Naprapathic Manual Medicine.

Per’s primary line of research focuses on the environment in which students learn, and teachers work, but his approach has changed over the years. Since his Ph.D., his attention has shifted to researching educational environments with an organizational perspective. 

Today, Per is most interested in students' learning and teachers facilitating students' learning or simply in moving from introspecting “learning environments” to “learning in environments.” 

In this episode of the KIPRIME podcast, Per talks to Alina Jenkins about his eclectic areas of research and how a background in dance led to a strong passion for teaching and learning.

Mandana Shirazi is a Professor of Medical Sciences at Tehran University (TUMS) and an Affiliated Professor at Karolinska Institute. She started her medical career with a BSc and MSc in midwifery from TUMS and subsequently began working as a faculty member of Midwifery at TUMS. After five years, she started working at the Educational Development Center (EDC) and was later promoted to the position of Executive Manager of the Continuous Medical Education Office.

Mandana then came to KI to study for her PhD, where her thesis focused on the diagnosis and treatment of depression by general practitioners. 

Returning to Iran around 15 years ago, Mandana founded the first Standardised Patient unit in the country at the Educational Development Centre of TUMS. 

Ten years after establishing the SP program in Iran, the Ministry of Health considered High Stake OSCE for the graduation of all medical students, the crucial part of which is SPs. 

In this episode of the KIPRIME podcast, Mandana talks to Alina Jenkins about the importance of using SPs to maintain patient safety and why it was the main focus of her research on the healthcare system in Iran.

Ardi Findyartini is a medical doctor and a Professor in Medical Education, from the Faculty of Medicine Universitas Indonesia, Jakarta. She is currently the Head of Medical Education Unit and the Chair of Medical Education Cluster of Indonesia Medical Education and Research Institute (IMERI) Faculty of Medicine Universitas Indonesia. She is also the current chair of ASPIRE excellence in faculty development panel, an initiative of AMEE international organisation in medical education towards excellence in different areas, as well as being a member of the faculty development committee in AMEE.  

Ardi has a wide interest in research in medical and health professions education. Her areas of research started by focusing on clinical reasoning, critical thinking and how the two should be taught and incorporated in undergraduate medical curriculum. In this episode of the KIPRIME podcast, Ardi talks to Alina Jenkins about how her research has been transformed to studies in faculty development, humanism, and professionalism, interprofessional education and sociocultural factors in medical and health professions education. 

Söeren Huwendiek graduated from medical school at Heidelberg University in Germany, where he worked for 10 years as a physician and as a medical educator. He gained a Master of Medical Education degree from Bern University and a PhD in Health Professions Education from Maastricht University. Since 2012, he has been the head of the Department of Assessment and Evaluation of the Institute of Medical Education (IML) in Switzerland. Recently, he was promoted to Associate Professor for Medical Education.

He supervises PhD, MD (Dr. med.) and Master of Medical Education theses and is a member of several editorial boards including Perspectives on Medical Education.

Söeren has a broad interest in teaching and research in medical education, among his favorite themes are formative assessment, innovative ways of summative assessment, communication and practical skills, and blended learning. In this episode of the KIPRIME podcast he talks to Alina Jenkins about his passion in improving medical education to help medical students become the best doctors and clinicians, ultimately improving patient care.

Satid Thammasitboon is Associate Professor in Pediatrics, division of Critical Care Medicine at Baylor College of Medicine, Houston, Texas where he serves in various academic positions promoting research and scholarship across the continuum of medical education. He’s also Director of Centre for Research Innovation and Scholarship in Health Professions Education.

Satid grew up and went to medical school in southern Thailand and came to the USA for residency, fellowship, and an advanced degree in medical education.

His scholarship philosophy centers on the conviction that medical education research is socially constructed and context-specific: namely that scholarship is a product of systematic inquiry and meaningful engagement of multidisciplinary educators and scholars with shared domains of interest. To advance the field of medical education, research is the critical component for providing practical solutions to real-world problems. 

In this episode of the KIPRIME podcast, Satid talks to Alina Jenkins about how he has developed a departmental foundation in innovative medical education research that has international extensions.

Gabrielle Finn is Associate Vice President for Teaching, Learning, and Students at the University of Manchester, where she was previously Professor of Medical Education and Vice Dean for Teaching, Learning and Students in the Faculty of Biology, Medicine, and Health.

She has a track record in establishing undergraduate and postgraduate programmes. In an earlier role, Gabrielle was the founding Director of the Health Professions Education Unit (HPEU) and Chair of the Postgraduate Board at the Hull York Medical School (HYMS), where she worked extensively on widening access and curriculum development, including the implementation of Longitudinal Integrated Clerkships into medical programmes. She was also Programme Director for the blended and distance learning courses for the MSc, Postgraduate Diploma and Certificate in Health Professions Education at HYMS, working with AdvanceHE to deliver this accredited programme.

Gabrielle has a diverse research portfolio which spans both qualitative and quantitative paradigms.  She initially conducted her doctoral research exploring anatomy, pedagogy, and medical professionalism. Gabrielle has over 150 peer-reviewed outputs, including books, book chapters, journal articles, and over 140 international conference presentations. 

She is an advocate for the use of arts and humanities with curricula, researching their use. She has a keen interest in exploring the hidden curriculum, publishing a body of work with Professor Fred Hafferty, and challenging the notion of teaching by stealth. More recently, Gabrielle has been working on a range of areas pertaining to equality, diversity, and inclusion.

In this episode of the KIPRIME podcast, Gabrielle talks to Alina Jenkins about an evidence base for innovative methods of teaching anatomy, Professionalism and the Conscientiousness Index and novel research methods using the development of love and breakup letters to help research empathy and empathic dissonance.

Dr Sandra Monteiro is a scientist in the McMaster University, faculty of health sciences program for education, research, innovation, and theory (known as MERIT). She has a faculty appointment in the faculty of health sciences, Department of Medicine, Division of Education and Innovation and a second appointment to the Centre for Simulation Based Learning as the Director of Simulation Scholarship.

The foundation of her training is in cognitive psychology, and she is known internationally for her research program on clinical reasoning and her expertise in measurement principles and competency-based assessment. 

At McMaster University, she teaches and supervises students in various graduate programs, including Rehabilitation Sciences, Health Sciences Education and Psychology, Neuroscience and Behaviour. In 2021, she was recognised for her contributions to education and mentorship with a Canadian Association of Medical Education Meridith Marks New Educator Award.

In this episode of the KIPRIME Podcast, Sandra talks to Alina Jenkins about working alongside one of the giants of medical education research, Geoff Norman, and her research into breaking down assumptions in how we look at clinical reasoning.

Anders Sondén trained and is still active as a surgeon in Stockholm, yet for many years, he has devoted most of his time to medical education, being a clinical teacher, director of studies in undergraduate and postgraduate education, researcher, and educational leader.  

He is interested in the whole spectrum of medical education, with his prime focus in clinical sciences, especially workplace-based education, and he is dedicated to the understanding and improvement of uni and interprofessional workplace-based learning. Consequently, he’s been involved in several projects within medical education, from the course level, creating new learning activities, to the curriculum level in the development of the new medical programs at Karolinska Institutet.  

In this episode of the KIPRIME podcast, Anders talks to Alina Jenkins about his approach to the field of medical education research, where his research questions have often emanated from a problematic element in his work as a teacher, faculty member, or surgeon.