This exploratory study examines the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure‐track and sessional faculty members.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13909

The authors demonstrate the marginalisation of primary care‐based teaching and propose a novel explanation rooted in CoP theory.

Read the accompanying article to this podcast:https://onlinelibrary.wiley.com/doi/10.1111/medu.13882

The authors of this qualitative study illustrate the processes of evidence interpretation Clinical Competency Committees

The hidden curriculum is seen to shape new medical graduates’ understanding of the expectations of them as doctors in ways that

Trainees' success at drawing upon the expertise of their supervisors plays a substantial role in determining the learning benefits derived from clinical encounters. This paper outlines four types of practice students use.

While serving as both coach & assessor might seem rife with conflict, Meeuwissen et al. report that one's approach to mentoring may determine the likelihood of difficulty.

Treating theory as a character in a story, Brown et al. demonstrates how theory can be written into research papers

Armson et al. explore the coaching skills required to enhance resident acceptance of feedback - a combination of process and content skills that must be carefully selected depending on the needs of the particular resident.

While complex learning tasks in simulation-based training are more cognitively challenging and make novices more prone to generating

By studying transgender healthcare, Stroumsa et al. discover that caregivers' prejudices (transphobia) better predict