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 article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14959

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

After interviewing physical therapy students, the authors suggest that adaptive expertise is a threshold concept that requires the “troublesome” discovery of the limits of “knowing all the answers.”

Read the accompanying article to this podcast: 

https://onlinelibrary.wiley.com/doi/10.1111/medu.14887

In this Research Approaches article, the authors critically outline the Action-Project Method as a means of gaining deeper understanding into how individuals engage together in goal-oriented actions.

Read the accompanying article to this podcast:

https://onlinelibrary.wiley.com/doi/10.1111/medu.14935

Synthesizing theories and frameworks from psychology and education, Nelson and Eliasz propose a unified understanding of the powerful "desirable difficulty" effect.

Read the accompanying article to this podcast:

https://onlinelibrary.wiley.com/doi/10.1111/medu.14916

In this @MedEd_Journal article @drsitu and @meekslisa call for a Quality Improvement approach to #DisabilityInclusion. To achieve greater access and increase #DocsWithDisabilities we need actionable, meaningful change in medical training.

Read the accompanying article to this podcast: 

https://onlinelibrary.wiley.com/doi/10.1111/medu.14878

The authors use Brazil and the US as case studies to provide an overview of procedures and tensions related to accreditation, licensure and certification for quality assurance in health profession education.

Read the accompanying article to this podcast:

https://onlinelibrary.wiley.com/doi/10.1111/medu.14880

Rashid employs critical discourse analysis to explore the globalisation of medical school regulation and its role in quality improvement.

Read the accompanying article to this podcast: 

https://onlinelibrary.wiley.com/doi/10.1111/medu.14804