This paper addresses how the repetitive and everyday use of ill-defined and uncritical gendered and sexed language upholds systems of cisheteropatriarchy, coloniality, and transphobia within medicine.

Finding elements of imposter phenomenon in 52% of student reflections, much of it driven by self-comparisons to idealizations, the authors argue that journaling can help normalize imposterism, aiding identity growth as future physicians.

Read the accompanying article here: https://doi.org/10.1111/medu.15533

How do #IMGs form social connections? Why does it matter? Insights are provided through a large qualitative study conducted by @MoAlhaddad2, @SusanJHPE and Evi Germeni.

Read the accompanying article here: https://doi.org/10.1111/medu.15542

Reflecting on the Spectrum of Involvement, @a_bennettweston @SimonGayGP and @Liz_Anderso describe how to achieve valued patient partnerships in healthcare education.

Read the accompanying article here: https://doi.org/10.1111/medu.15484

Tan et al. report on how medical students' mindset is shaped by the context in which they learn in the hope of cultivating a Growth Mindset in clinical contexts.

Read the accompanying article here: https://doi.org/10.1111/medu.15491

Yeh et al. compare two medical education systems to explore how liminality and rituals influence physician training and professionalism. 

Read the accompanying article here: https://doi.org/10.1111/medu.15483

This realist review describes the added value stakeholders derive from individuals adopting the dual roles of clinician and teacher, highlighting means of maximizing their benefits.

Read the accompanying article here: https://doi.org/10.1111/medu.15476

At last! An article that links acculturation literature and theory to action to support International Medical Graduates' transition to new countries.

Read the accompanying article here:  

Rüb et al. explore how cinemeducation can be used to enable the next generation of health professionals to engage with critical reflection, perspective taking and learning through emotional narratives.

Read the accompanying article here: https://doi.org/10.1111/medu.15166

Given that collaborative practice differs across international context, Kent and Haruta detail how interprofessional curricula must as well.

Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15424