The transition from student to doctor represents a challenging shift in identity and responsibility that many graduates find difficult to manage. To understand better how to support the transition to practice we need an exploration of graduates' experiences that does not see the transition as a single moment, but a continuous learning process. This study aimed to explore how medical students negotiate legitimate participation and professional identity formation (PIF) through time as they transitioned to internship in South Africa.

Read the accompanying article here: https://doi.org/10.1111/medu.70221

Case-based Learning in #HPE: a realist review explores what works in #CBL, for whom, and under what circumstances, providing key insights for healthcare educators. #MedEd

This study shows that when teaching shifted online during COVID-19, the loss of relational and contextual engagement risked reinforcing inequities and one-sided knowledge exchange in LIC-HIC collaborations. #GlobalHealth #MedEd

Read the accompanying article here: https://doi.org/10.1111/medu.70138

This review shows that #coaching empowers postgraduate medical trainees' professional identity formation by boosting resilience, reflection, and career development. #MedEd #PGME

Read the accompanying article here: https://doi.org/10.1111/medu.70106

A study of 117 med students shows that distraction erased gains from gaze cueing in ultrasound training showing evidence of cognitive load interference. In distraction-rich environments, protecting attention may matter more than optimizing teaching. #MedEd

Read the accompanying article here: https://doi.org/10.1111/medu.70136

Stuck in old #MedEd narratives? Time to #ReHumanize! Our study ‘Don't shut down, these conversations need to happen' amplifies Indigenous voices to reshape anti-racist medical education.

Read the accompanying article here: https://doi.org/10.1111/medu.70125

Health care is complex, blurring lines of expertise and responsibility. Our review highlights the importance of teaching physicians to engage in boundary work—actively navigating roles and shaping the future. #MedEd #HealthSystems

Read the accompanying article here: https://doi.org/10.1111/medu.70083

AI is transforming medicine—but are global medical education systems ready? Our review examines how students and faculty perceive AI integration and what needs to change in medical education. #AIinMedicine #MedEd

Read the accompanying article here: https://doi.org/10.1111/medu.70071

Scaffolding in the operating room: baby steps or giant leaps? Our study explores how surgical educators negotiate supervision and support as procedures unfold. #SurgicalEducation #MedEd

Read the accompanying article here: https://doi.org/10.1111/medu.70074

Is TBL research stuck? A critical re-examination is needed to better understand what team-based learning actually does—and for whom.

Read the accompanying article here: https://doi.org/10.1111/medu.70041