Like it or not, you're a brand. Manage it well and you get promoted, grow reputation, and achieve career fulfillment. Manage it poorly and you get burned out and experience career stalls. Here, @theBranzetti et al. use brand management to provide guidance.

Read the accompanying article here: https://doi.org/10.1111/medu.15601

@_Jessica_Lees et al offer a framework that extends the conceptualization of body pedagogics to recognize various roles of digital technology in the context of physical examination

Read the accompanying article here: https://doi.org/10.1111/medu.15599

Do you want to know how to design a workplace that fosters peer-assisted learning for the enhancement of the clinical-reasoning by undergraduate students? Find out in this paper!

Read the accompanying article here: https://doi.org/10.1111/medu.15613

The literature review explores the impact of short-term rural immersion programs on health professional students through the lens of the transformative learning theory.

Read the accompanying article here: https://doi.org/10.1111/medu.15612

Dive into the pivotal role of context in #WorkplaceLearning within health professions education while discovering the power of theoretical engagement.

Read the accompanying article here: https://doi.org/10.1111/medu.15481

Disability inclusion in medical education needs critical, global dialogue. Here, Jain and Alwazzan highlight cultural differences, educator responsibility, and the power of local consultation to challenge ableism and advance justice.

Read the accompanying article here: https://doi.org/10.1111/medu.15450

This paper explores how language shapes collaboration and knowledge in global health professions education research, highlighting implications for qualitative researchers striving to overcome English dominance. #MedEd #ResearchEquity

Read the accompanying article here: https://doi.org/10.1111/medu.15563

How can #MedEd move toward implementation of #DEI related pedagogy while understanding how to navigate emotions? This study explores pedagogies of discomfort and disruption in several professions.

Read the accompanying article here: https://doi.org/10.1111/medu.15603

This study from Newcastle shows medical student understanding of active learning to be focused on recall. The authors recommend a student-centred, student informed, approach to improving active learning teaching.

Read the accompanying article here: https://doi.org/10.1111/medu.15611

The authors present an empirical exploration of supervisory relationships that suggests a need to look beyond continuity. Nuance is important for supporting successful relationships and improving feedback and assessment.

Read the accompanying article here: https://doi.org/10.1111/medu.15595