Medical Education Podcasts

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