Medical Education Podcasts

Performance in candidates declaring versus those not declaring dyslexia in a licensing clinical examination - interview with Niroshan Siriwardena

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

Cognitive dissonance: how self‐protective distortions can undermine clinical judgement - interview with Jill Klein

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

Speaking up, support, control and work engagement of medical residents. A structural equation modelling analysis - interview with Judith Voogt

Job control and supervisor support are identified through this research as resources associated with residents “speaking up” and making suggestions for change, but the importance of each may depend on the setting in which residents work.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13951

Medical school expansion policies: educational access and physician distribution - interview with Alexandre Figueiredo

How can medical schools influence regional inequities in access to medicine? This paper describes how expansion policy impacts upon the distribution of the medical workforce and the capacity to attract doctors to underserved areas.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13941

Assessors’ interpretations of narrative data on communication skills in a summative OSCE - interview with Kyle Wilby

The purpose of this study was to explore how expert assessors process and construe or bring meaning to narrative data when interpreting narrative assessment comments written by others in the setting of standardised performance assessment.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13924

Emotional challenges of medical students generate feelings of uncertainty - interview with Maria Weurlander

Health care students face many situations during their education that might be emotionally challenging. The purpose of the study was to explore medical students’ main concerns relating to emotionally challenging situations during their medical education.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13934

Interview with Peter Yeates: Exploring differences in individual and group judgements in standard setting

How does variability arise when different groups decide upon the appropriate cut score for an examination? The authors shine light on this question by exploring the complex interaction between individual and group processes.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13915

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements - interview with Noreen O'Leary

This review provides an overview of the challenges faced during interprofessional placements and makes recommendations for facilitating collaborative practice to address increasingly complex healthcare needs.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13891

Factors predicting identity as educators and openness to improve - interview with Abigail Snook

This exploratory study examines the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure‐track and sessional faculty members.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13909

Interview with John Barber and Sophie Park: Facilitators and barriers to teaching undergraduate medical students in general practice

The authors demonstrate the marginalisation of primary care‐based teaching and propose a novel explanation rooted in CoP theory.

Read the accompanying article to this podcast:https://onlinelibrary.wiley.com/doi/10.1111/medu.13882