Do simulated emergencies recreate the psychological experience of real-world clinical practice? They are certainly stressful, but perhaps in a different way.

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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.

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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 here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15146

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: https://onlinelibrary.wiley.com/doi/10.1111/medu.15120 

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 educators.

Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15152

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