Apr 03

This Research Approaches article introduces focused ethnography as a qualitative strategy for exploring episodes of interaction that may allow for deeper understanding of socio‐cultural influences on medical education.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14045

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Apr 03

While it appears that entrustable professional activities and entrustment scales can support assessment for learning in postgraduate medical education, this study shows that key dilemmas need to be managed to ensure successful implementation.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14047

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Mar 16

Is self‐regulated learning entirely self‐regulated? Bransen et al. share data demonstrating it to be embedded in co‐regulated learning, characterized shifts in regulatory focus, drivers for regulation, and co‐regulation partners.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14018

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Mar 16

Digging into the educationally strategic phenomenon of spaced learning, the authors discover variety that leads them to propose a comprehensive definition and emphasise that detailed format descriptions are needed to facilitate further development.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14025

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Jan 31

Although tolerance for uncertainty is broadly considered important for high quality care of patients, this review suggests it may also be associated with the wellbeing of doctors and students themselves.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.14031

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Jan 31

Ever felt like you were faking competence? This review examines the current literature on Imposter Syndrome among physicians and trainees to build an agenda for progress through research.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.13956

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Jan 14

Unwilling to accept that myths are simply lies to be eradicated, Martimianakis et al. explore mythmaking as a socio‐cultural and political process. In doing so, they distinguish myth‐busting, expunging pseudoscience, from myth‐making, a mechanism of social formation.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13828

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Jan 14

Okay boomer … while generational labels are often used heuristically, Jauregui et al. take a closer look at how generational archetypes perpetuate unfounded generalizations and recommend adopting ‘generational humility’ to purposefully address influences on each generation of learners.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13795

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Dec 02

Asghar et al. show that candidates who declare dyslexia on high stakes clinical skills examinations are less likely to pass, confirming the importance of monitoring performance in this group and addressing differential attainment where needed.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13953

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Dec 02

Klein and McColl review how cognitive dissonance can distort judgments, delay optimal responses and hinder learning in clinical settings in an effort to develop a model outlining how it occurs and to derive suggestions for reducing its impact.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13938

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