How did telehealth reshape GP training in Australia? This study found it disrupted in-consultation learning, reduced feedback, and limited clinical exposure—highlighting the need for telehealth-specific training. #MedEd #Telehealth #GPTraining

Read the accompanying article here: https://doi.org/10.1111/medu.70061Digital Object Identifier (DOI)

Mind the gap! This study based in Sri Lanka and the UK explores how student-teacher power distance is perceived in remote and face-to-face educational settings along with how it influences learning.

Read the accompanying article here: https://doi.org/10.1111/medu.70025

What happens when a student/trainee has been involved in a serious patient safety event? The complexity of “what happens next” tells us a lot about how clinical learning environments are organized.

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This realist review on widening access to medical education highlights that issues with access to medical education are still being seen as individual not systemic.

Read the accompanying article here: https://doi.org/10.1111/medu.70017

Read the latest issue of Medical Education here: https://asmepublications.onlinelibrary.wiley.com/toc/13652923/current 

Evidence-based tips for skill retention are offered through this systematic review of how training duration & methods affect PoCUS competency. #MedEd #POCUS

Read the accompanying article here: https://doi.org/10.1111/medu.15751

Drawing on behaviour al economics, Harper et al. suggest ways in which we might turn mentoring into a habit to increase the rate at which trainees receive the support they need.

Read the accompanying article here: https://doi.org/10.1111/medu.15749

Young and Varpio map the similarities, differences, and areas of overlap across key research paradigms at play in Health Professions Education Research, detailing how research questions are asked and what outputs are deemed legitimate.

Read the accompanying article here: https://doi.org/10.1111/medu.15752

Using Laurillard's six types of learning, Pham et al. offer insights into how GenAI is already influencing health professional education, highlighting that its role in collaborative learning is under-explored.

Read the accompanying article here: https://doi.org/10.1111/medu.15746

Wraith et al. offer an empirical test, using mixed methods, of whether educators can distinguish between reflections offered by medical students and those created by generative AI.

Read the accompanying article here: https://doi.org/10.1111/medu.15750