A nationwide longitudinal study to investigate whether the Sense of Coherence (SOC) Scale could predict future depressive symptoms among medical residents. Read the accompanying article: http://onlinelibrary.wiley.com/enhanced/doi/10.1111/medu.12620/

Focuses on the discourses of excellence, equity and diversity in the medical school selection process, as conveyed by key stakeholders. Read the accompanying article: http://onlinelibrary.wiley.com/enhanced/doi/10.1111/medu.12547/

Analyses how stakeholders in the IMG debate use equality in their arguments. Read the accompanying article: http://onlinelibrary.wiley.com/enhanced/doi/10.1111/medu.12619/

Analyses how stakeholders in the IMG debate use equality in their arguments. Read the accompanying article: http://onlinelibrary.wiley.com/enhanced/doi/10.1111/medu.12619/

Explores how promotion policies and processes are used in Canadian medical schools to support and promote education scholarship. Read the accompanying article: http://onlinelibrary.wiley.com/enhanced/doi/10.1111/medu.12543/

Examines knowledge test and professionalism scores, study progress and dropout in three cohorts of medical students admitted to the University of Groningen. Read the accompanying article: http://onlinelibrary.wiley.com/enhanced/doi/10.1111/medu.12537/

Provides a critical analysis of a mobile research method, the guided walk, and its potential suitability in  medical education research. Read the accompanying article to this podcast at http://onlinelibrary.wiley.com/enhanced/doi/10.1111/medu.12532/

Utilises a two-stage design to explore the views of stakeholders across the medical education continuum using online questionnaires. Read the accompanying article to this podcast at http://onlinelibrary.wiley.com/enhanced/doi/10.1111/medu.12522

Examines the prevalences of depression, anxiety and psychological distress in students in medical schools in the UK, Europe and elsewhere in the English-speaking world outside North America.

Uses philosophical ethical analysis to identify the key precepts associated with professionalism that could best guide the development of an appropriately reflective curriculum.