Medical Education Podcasts

Sweet, sweet music! The authors of "Music in medical education" offer a comprehensive picture of how music has been used in medical education, providing guidance for teaching and research. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15255

This study delves into how a medical training fosters socially accountable physicians. Findings underscore the importance of experiential learning, community engagement, and collaborative curriculum development.  Read the accompanying article here:  https://doi/10.1111/medu.15260

This Cross-cutting Edge article draws on emotional intelligence research to look again at the socioemotional traits and abilities that are required for clinicians to sustainably deliver person-centred care. Find the accompanying article here:    https://doi.org/10.1111/medu.15244

A view from the top! Read top-level healthcare leaders’ perspectives on the implementation of simulation-based education. #SBE #toplevelperspectives #implementation Find the accompanying article here:   https://doi.org/10.1111/medu.15248

In this mixed-methods study, @DrNariell, Machado and Blackburn explore UK BAME medical students- perspectives on the barriers and facilitators they experience during their training. #MedEd #MedTwitter Read the accompanying article here:  https://doi.org/10.1111/medu.15246

This study uses sociomateriality to advance understanding of complex human-material interactions and explain how simulation can evolve beyond standardization to yield better learning. Read the accompanying article here:  https://doi.org/10.1111/medu.15201

In this edition of @medEd_journal, @jbullockruns et al. describe identity safety, where learning environments allow learners to exist as their authentic selves. The figure is worth 1000 words. Find the accompanying article here:   https://doi.org/10.1111/medu.15174

Check out how @Betty_EvalEd explored the persistent tensions that shape evaluation practice in an accreditation context. Find the accompanying article here:  https://doi.org/10.1111/medu.15218

How practitioners construct reflection influences alignment between training ideals and reality. Here, Schaepkens et al. explore reflection in General Practice to reveal how nuance and complexity influence negotiations of its professional value. Read the accompanying article here:  https://doi.org/10.1111/medu.15183

Broadening health professions curricula to include critical consciousness implies potential change in teaching practices. Blitz and van Schalkwyk explore faculty developers' resultant need to reconsider their remit, approach and offerings. Read the accompanying article here:  https://doi.org/10.1111/medu.15216

You et al. quantify the role of a country’s first-round accreditation in promoting medical schools’ performance on licensing examinations, adding support for the value of accreditation. Read the accompanying article here: https://doi.org/10.1111/medu.15158

Hampshire et al. quantify the impact of emissions created by in-person medical school and residency interviews. Read the accompanying article here:  https://doi.org/10.1111/medu.15186

Brown et al. offer a #sociomaterial investigation of a pandemic disrupted #OSCE, describing it as disembodied and dehumanised but safe and feasible, while offering insights into virtual assessment's strengths and limitations. Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15173

The authors report factors considered relevant to medical school applicants' "distance travelled" to inform holistic review processes and the analysis of the narratives they include. Read the accompanying article here:  https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15167

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://onlinelibrary.wiley.com/doi/10.1111/medu.15166

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: https://onlinelibrary.wiley.com/doi/10.1111/medu.15175

Is artificial intelligence (AI) ready to replace clinicians in clinical skills assessment? In this paper, Johnsson et al. use Kane's framework to compare validity evidence between the two. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15190

This study explores sustainable strategies for virtual education, emphasizing a systems approach and outlining how medical educators play a crucial role in bridging sustainable healthcare and medical education. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15202

Do simulated emergencies recreate the psychological experience of real-world clinical practice? They are certainly stressful, but perhaps in a different way. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15155

Kaldkjian et al. reveal that that medical students and physicians describe practical wisdom as a multidimensional capacity that is goal-directed, context-sensitive, deliberative, and closely related to professionalism and humanistic care. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15108

There is increasing international interest in applying social cognitive factors to medical students' career development programs. This study reveals their relationship with academic satisfaction, emphasizing that they play a larger role than demographic differences.   Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15070

Transitioning from student to doctor isn't just a struggle; it's a transformative experience. This study delves into how medical interns in Sweden perceive this journey. It's not just training; it's a journey of self-discovery, competence, and confidence.   Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15146

Reinders and Krijnen show that interprofessional identity is a source of intrinsic motivation towards interprofessional collaboration, influencing problem solving as well as teamwork.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15096

How do family physicians make practice decisions in small learning groups? They discuss, question, share experiences, and validate new info. This study reveals the "change talk" process, helping bridge the gap between current and best practices. Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15120

This work outlines the struggles inherent in physicians integrating "mentor" into their identity, which can lead them to tell contradicting stories as they shift between multiple identities.   Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15117

This study explores two plotlines describing how assessment impacts trainees' identity: "striving to thrive" and "striving to survive". Narratives reveal growth or oppression; character tropes play a role, shedding light on broader medical education discourses along with valuable insights for educators.   Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15152

Medical school environments can be exclusionary and inequitable to first in family medical students. Critical reflexivity is proposed as a way forward to help foster more inclusive and equitable learning environments.   Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15116

Longitudinal Integrated Clerkships provide educational continuity, enabling trusting patient-student relationships that lead students to become agents of change and enhance patient outcomes.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15013

This scoping review explores self-monitoring in GME and presents a framework defining self-monitoring based on time- and context-dependence. It reflects how self-monitoring can improve to impact performance.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15023

Schubert at al. review the literature to determine what is required to nurture and support professional identity from training to practice in ways that support the realisation of mental healthcare reform.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15082

Degree classifications may be another form of inequity in medical education given variation in terminology, criteria, and percentage of students awarded. Byrne et al. argue a need to better understand the consequential validity of these awards.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15019

In the latest instalment of Medical Education Mythology, Thomas and Ellaway explore five myths surrounding "problems" in health professional education research and their impact on using research to guide practice.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15067

Doctor-patient relationships are changing as shared decision-making and patient access to information increases. Here graduates are reported as being well prepared for patient-centred care while more work is needed to achieve patient empowerment.   Read the accompanying article here:  https://onlinelibrary.wiley.com/doi/10.1111/medu.15020

Shah et al. explore how context and organizational culture influence curricular reform, reinforcing the view that such reform is not simply about putting recommendations into practice.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14994

The authors’ narrative analysis reveals identity dissonance experienced by trainees, as they transition to medical registrar, in ways that herald need to empower a sense of agency to support identity work.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14965

Elmberger et al. find that faculty development has limited impact beyond the individual participants, with educators from different settings having similar difficulties enabling change in their clinical workplaces.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14992

The authors demonstrate how priority needs given to system-level practices and policies that support inclusion if practitioners and students with disabilities are to experience a sense of legitimacy and belonging.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15002

By blending narrative and Indigenous research approaches, the authors explore Indigenous learners' motivations for pursuing a career in medicine, the barriers and enablers they encounter, and their future aspirations.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15000

The authors use interviews with trainees and faculty to demonstrate that the current paradigm of medical education conflicts with the implementation of anti-oppressive pedagogy.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15016

The study establishes widespread hetero/cis normativity in UK pharmacy education, exposing a hidden curriculum that opposes LGBTQIA+ people. Queer pedagogy is offered as a means of questioning, resisting, and disrupting such patterns.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15018

In this study the authors demonstrate that residents and nurses believe nurses to have a role in guiding residents’ workplace learning; perceptions of whether residents were being guided by nurses, however, differed.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14951

Analyzing the term 'chalk talk,' the latest "When I Say…" article in @MedEd_Journal generates reflection on multimedia learning and the importance of emphasising learner engagement.   Read the accompanying article to this podcast:   https://onlinelibrary.wiley.com/doi/10.1111/medu.15069

Residents' interpretation of being allowed to fail is shown to be colored by attributions of supervisor intention, thereby influencing what is learned from failure and emphasizing the importance of explicit conversation.   Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14966

Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.15073

Stephenson et al. report that even if livestreaming education effectiveness is rated as somewhat lower than in-person teaching, livestreaming may be as engaging as in-person CME.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14996

In recent years, digital tools have revolutionized anatomy education. This paper demonstrates that not all anatomical branches may profit from advanced 3D representations.   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14993

‘Not noticing’ can have profound consequences for patients. In this paper, the authors explore how concepts of noticing that have been utilized in teacher education can be applied in health professions education.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14978

The authors demonstrate how back-up call systems put in place to address resident illness and patient volume may be linked with General Practice trainee burnout.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.15003

Prentice et al. propose a novel model of burnout and wellbeing amongst General Practice trainees that is underpinned by trainees' value fulfilment.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14931

Farrell et al. demonstrate that longitudinal academic coaching provides residents a space to focus on professional identity development separate from clinical work.   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14942

Authorship counts reveal an imbalance of voices in #meded, especially when considering the intersection of gender & geography, thereby providing a starting point for discussion of how to move towards a field that values diverse ways of knowing.   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14959

The authors report that applicants to undergraduate health professions education prefer selection methods that provide a sense of control and allow the demonstration of more than just academic ability.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14949

After interviewing physical therapy students, the authors suggest that adaptive expertise is a threshold concept that requires the “troublesome” discovery of the limits of “knowing all the answers.”   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14887

In this Research Approaches article, the authors critically outline the Action-Project Method as a means of gaining deeper understanding into how individuals engage together in goal-oriented actions.   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14935

Synthesizing theories and frameworks from psychology and education, Nelson and Eliasz propose a unified understanding of the powerful "desirable difficulty" effect.   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14916

In this @MedEd_Journal article @drsitu and @meekslisa call for a Quality Improvement approach to #DisabilityInclusion. To achieve greater access and increase #DocsWithDisabilities we need actionable, meaningful change in medical training.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14878

The authors use Brazil and the US as case studies to provide an overview of procedures and tensions related to accreditation, licensure and certification for quality assurance in health profession education.   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14880

Rashid employs critical discourse analysis to explore the globalisation of medical school regulation and its role in quality improvement.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14804

Jamieson presents a narrative review exploring assumptions and practices in the continuous quality improvement of medical curricula, with recommendations for ways to approach this activity.   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14912

Paradoxically, virtual care is found to be valued for patients but not for the learners who need to care for those patients. This article explores the perception that virtual care settings offer inferior learning experiences.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14861

How can we improve medical students' uncertainty tolerance? This important question is addressed in the current issue through a review of existing interventions.   Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14873

You et al. report that medical students with higher perceived academic performance have lower rural practice intention, illustrating an important factor in students' consideration of career options.   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14918

With the field's increased reliance on narrative-based assessment, @mooneymed and colleagues examine predictors of faculty narrative evaluation quality in clinical clerkships. #URResearch #Meded   Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14911

Although virtual environments have the potential to increase psychological safety and blur professional distinctions, such factors require care when planning virtual interprofessional education activities. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14867

In #HPE we often conceptualize validity as an argument. But what is argumentation? From what guiding principles might HPE draw? @Midwest_MedPeds @DrDanSchumacher @erikwdriessen @LaraVarpio review argumentation theory to explore these questions. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14882

Using cultural historical activity theory insights, the authors discover ways in which student-led healthcare service-learning programs can create a ‘win-win’ situation, facilitating student learning and community benefit. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14869

Wong et al. demonstrate that residents are uniquely positioned to create a strong educational alliance with students in which feedback conversations can flourish. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14847

Medical residents often rely on mental shortcuts when prescribing medications. Interventions are offered for reducing sub-optimal prescribing by managing stress and perceived pressure. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14845

This mixed-methods study identified goals, strategies, barriers and enablers of longitudinal learning and caregiving. Findings are situated within the framework of relational learning and can inform faculty development. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14842

The authors identify distinctive educational affordances of external observation in general practice training that can complement supervisor observation of trainees. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14841

The authors evidence preparation strategies associated with success in medical school selection while highlighting how challenging they are to access for socio-demographic groups underrepresented in medicine. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14811

Using critical realism, this study reports on how and why balancing the interplay between learner and faculty agency, assessment structures, and the cultural system is key to developing new assessment practices. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14807

Schumacher et al highlight how clinical competency/entrustment committee members place considerable value on trainees knowing their limits and seeking help when making decisions about entrusting trainees in the future. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14797

In their exploration of mental health stigma, Sukhera et al. found tension between professionals' heroic public disclosures of vulnerability and private contexts that reward and expect perfectionism. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14790

This phenomenological study explored how members of the medical education community have experienced grief and relief through the COVID-19 pandemic, leading to critical reflections on how they want to live in the future. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14793

Du et al. reveal high variation in participants' perceptions of professional agency, indicating a need for establishing a common understanding of PBL facilitation in context. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14792

Pre-clinical learning materials on pelvic examination are found to under-represent specific populations, present limited patient preferences, and centre clinical authority over patient agency, undermining notions of patient centredness and cultural competence. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14737

Hatfield et al. demonstrate that medical students do not reduce preceptor productivity when measured by number of patients seen per half-day, raising questions about healthcare organization financial policy. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14733

Stephens et al. demonstrate that clinical medical students experience uncertainty in a wide variety of ways that often differ from the experiences of clinicians with more established knowledge and careers. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14743

The authors explore medical student engagement by considering methods of measurement, drivers, and outcomes. Sensitivity and malleability to context appear paramount to better understanding this concept and creating hope for beneficial interventions. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14799

By analysing 50,120 medical student evaluations over 15 years, the authors found that the number of failing evaluations is decreasing over time. Senior faculty were more likely to document poor student performance than assistant professors. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14725

Cantillon et al. explore how clinical teaching and learning are uniquely shaped by the specialty-specific cultures of postgraduate training. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14727

This paper offers examination of how residency applicants assess fit to the programs at which they interview during the virtual recruitment era, showing that female and minority applicants perceive poorer fit. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14729

The authors explored how group alliance, or specialty identity, primes conversations between physicians in moments of conflict, emphasizing the importance of uniting as one team to care for the patient. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14715

In this systematic review, the authors present 5 concepts as a framework for understanding the shared and unique experiences of IMGs worldwide that could, thereby, be used to guide needs assessment and policy. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14708

Quyam and Abumehdi's examination of trainee experiences during the pandemic leads them to suggest incorporating states of impairment into education to maximise opportunities for growth rather than simply trying to 'treat' impairment away. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14738

China's growth in simulation centres is analyzed to reveal three implementation strategies common to high-performance centers: facility management platforms, teaching and training centers, and innovation centers. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14741

By reviewing training strategies, the authors offer practical explanations for what does and doesn't work to support person-centredness, arguing it is critical for us to explain why person-centredness matters. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14707

This study illuminates the dynamic process of student engagement in small-group active learning settings and explains the difficulty teachers have recognizing and influencing engagement in practice. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14710

Van Duin et al. demonstrate that junior doctors learn interprofessional collaboration implicitly, leading to practical implications to help junior doctors become effective team members. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14711

This article demonstrates how residents' beliefs/attitudes affect their interactions with each other. The results suggest effective change can be achieved by small interventions that are easy to implement. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14706

This scoping review outlines doctors' mixed views on the processes used for maintenance of competence and highlights their implications for research and practice. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14678

Using natural language processing, Gin et al demonstrate how narrative feedback and entrustment decisions are intertwined, providing empirical evidence regarding how formative processes can help trainees achieve competencies. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14696

Examiner DRIFT and contrast effects are well established effects in #AssessorCognition but how pronounced are they in real #OSCEs? Yeates et al found muted evidence and discuss why effects may vary between settings. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14713

The authors demonstrate that how trainees perceive their supervisors to use power influences their trust and their willingness to engage in assessment for learning in the workplace. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14631

Women students are seen to demonstrate knowledge of “ideal worker norms” very early in medical school; the authors explore how they made sense of norms and began to navigate the gendered organization of their chosen careers. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14709

Stojan et al. explore the role of uncertainty in clinical reasoning and demonstrate how testing and treatment threshold determinations vary with clinical experience. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14673

For medical educators using reflective writing to remediate professionalism, this work suggests using it only for learning around professional identity and engaging residents in multiple writings over time with feedback and coaching. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14625

This paper highlights the importance of healthcare trainees acquiring membership within healthcare teams to enhance their learning experience, advance their professional development and improve patient care. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14684