Medical Education Podcasts

The power of peers: Design-based research on stimulating peer-assisted learning for enhancing the clinical-reasoning learning process in the workplace - An interview with Larissa I. A. Ruczynski

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

Beyond the classroom: The transformative experience of short rural immersion programs for health professional students: A narrative review - An interview with Anett Nyaradi

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

Using theoretical engagement to understand workplace learning across contexts—Bringing worlds apart together - An audio paper with Francisco M. Olmos-Vega and Renée E. Stalmeijer

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

What's your experience?: A duoethnographic dialogue to advance disability inclusion in medical education - An audio paper with Neera Jain and Lulu Alwazzan

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

Translating cross-language qualitative data in health professions education research: Is there an iceberg below the waterline? - An audio paper with Marwa Schumann

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

Pedagogies of discomfort and disruption: A meta-narrative review of emotions and equity-related pedagogy - An interview with Javeed Sukhera

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

Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study - An audio paper with Wendy Heng

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

Continuity of supervision: Balancing continuous and episodic relationships for assessment and learning - An interview with Ann Lee

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

Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice - An audio paper with Hannah L. Kakara Anderson

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

Selective processing of clinical information related to correct and incorrect diagnoses: An eye-tracking experiment - An audio paper with Justine Staal

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