Medical Education Podcasts

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