By Medical Education
Podcasts from the journal Medical Education
This Cross-cutting Edge article draws on emotional intelligence research to look again at the socioemotional traits and abilities that are required for clinicians to sustainably deliver person-centred care. Find the accompanying article here: https://doi.org/10.1111/medu.15244
A view from the top! Read top-level healthcare leaders’ perspectives on the implementation of simulation-based education. #SBE #toplevelperspectives #implementation Find the accompanying article here: https://doi.org/10.1111/medu.15248
In this mixed-methods study, @DrNariell, Machado and Blackburn explore UK BAME medical students- perspectives on the barriers and facilitators they experience during their training. #MedEd #MedTwitter Read the accompanying article here: https://doi.org/10.1111/medu.15246
This study uses sociomateriality to advance understanding of complex human-material interactions and explain how simulation can evolve beyond standardization to yield better learning. Read the accompanying article here: https://doi.org/10.1111/medu.15201
In this edition of @medEd_journal, @jbullockruns et al. describe identity safety, where learning environments allow learners to exist as their authentic selves. The figure is worth 1000 words. Find the accompanying article here: https://doi.org/10.1111/medu.15174
Check out how @Betty_EvalEd explored the persistent tensions that shape evaluation practice in an accreditation context. Find the accompanying article here: https://doi.org/10.1111/medu.15218
How practitioners construct reflection influences alignment between training ideals and reality. Here, Schaepkens et al. explore reflection in General Practice to reveal how nuance and complexity influence negotiations of its professional value. Read the accompanying article here: https://doi.org/10.1111/medu.15183
Broadening health professions curricula to include critical consciousness implies potential change in teaching practices. Blitz and van Schalkwyk explore faculty developers' resultant need to reconsider their remit, approach and offerings. Read the accompanying article here: https://doi.org/10.1111/medu.15216
You et al. quantify the role of a country’s first-round accreditation in promoting medical schools’ performance on licensing examinations, adding support for the value of accreditation. Read the accompanying article here: https://doi.org/10.1111/medu.15158
Hampshire et al. quantify the impact of emissions created by in-person medical school and residency interviews. Read the accompanying article here: https://doi.org/10.1111/medu.15186
Brown et al. offer a #sociomaterial investigation of a pandemic disrupted #OSCE, describing it as disembodied and dehumanised but safe and feasible, while offering insights into virtual assessment's strengths and limitations. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15173
The authors report factors considered relevant to medical school applicants' "distance travelled" to inform holistic review processes and the analysis of the narratives they include. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15167
Rüb et al. explore how cinemeducation can be used to enable the next generation of health professionals to engage with critical reflection, perspective taking and learning through emotional narratives. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15166
At last! An article that links acculturation literature and theory to action to support International Medical Graduates' transition to new countries. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15175
Is artificial intelligence (AI) ready to replace clinicians in clinical skills assessment? In this paper, Johnsson et al. use Kane's framework to compare validity evidence between the two. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15190
This study explores sustainable strategies for virtual education, emphasizing a systems approach and outlining how medical educators play a crucial role in bridging sustainable healthcare and medical education. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15202
Do simulated emergencies recreate the psychological experience of real-world clinical practice? They are certainly stressful, but perhaps in a different way. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15155
Kaldkjian et al. reveal that that medical students and physicians describe practical wisdom as a multidimensional capacity that is goal-directed, context-sensitive, deliberative, and closely related to professionalism and humanistic care. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15108
There is increasing international interest in applying social cognitive factors to medical students' career development programs. This study reveals their relationship with academic satisfaction, emphasizing that they play a larger role than demographic differences. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15070
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...
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:...
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...
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:...
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...
The authors report that applicants to undergraduate health professions education prefer selection methods that provide a sense of control and allow the demonstration of more than just academic ability. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14949
