This paper reviews three orientations to equity in assessment - fairness-oriented, inclusion-focused, and justice-driven - to enable educators to clarify their stance, align methods, and explore alternative perspectives.

Read the accompanying article here: https://doi.org/10.1111/medu.15534

Using eye movements, the authors reveal that use of specific types of clinical information does not differ between correct and incorrect diagnoses. Rather, case-specific knowledge is key in avoiding diagnostic errors.

Read the accompanying article here: https://doi.org/10.1111/medu.15544

@LorenzoMadrazo and colleagues' scoping review on illness presenteeism summarizes the literature on physicians and trainees coming to work sick, highlighting the complexities of this phenomenon

Read the accompanying article here: https://doi.org/10.1111/medu.15538

Academic Advisors: great on paper, greatly difficult in practice. The authors studied impacts of 10 advisor-resident dyads' collaborations over two years. Misalignments abounded, despite great intentions.

Read the accompanying article here: https://doi.org/10.1111/medu.15549

Our Editor-in-chief details Medical Education's policy on the use of artificial intelligence in publishing.

Read the accompanying article here: https://doi.org/10.1111/medu.15495

Looking to enhance your qualitative research interviews with new techniques? This integrative review captures strategies from across interdisciplinary literature to offer advice on how to choose between them.

Read the accompanying article here: https://doi.org/10.1111/medu.15555

Student-led clinics generate benefits to multiple stakeholders including students, patients the health system & universities. This paper explores the need to measure costs & benefits to ascertain value.

Read the accompanying article here: https://doi.org/10.1111/medu.15550

Exploring emotional dilemmas associated with end-of-life decisions, @diegolimaribei4 reveal how final year medical students facing the pivotal moral challenge of connecting with or detaching from patients is a transformative journey.

Read the accompanying article here: https://doi.org/10.1111/medu.15545

Behrens et al. document how facilitators vary when handling student emotions during simulation—some adjust, some let emotions run, others debrief after. They explore how beliefs about learning shape responses and what can be done to optimize learning.

Read the accompanying article here: https://doi.org/10.1111/medu.15554

Clinical Competence Committees are found to be deliberate in focusing on trainee development but notably less likely to be deliberate regarding trainee entrustment and advancement decisions #cbme #patientsafety