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: https://onlinelibrary.wiley.com/doi/10.1111/medu.15019

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