Medical Education Podcasts

How do attending physicians describe cognitive overload among their workplace learners? - Audio Paper with Justin Sewell

To help educators identify cognitively overloaded trainees, Sewell et al. characterize four different indicators of overload that manifest in the HPE workplace.

Read the accompanying article to this audio paper: How do attending physicians describe cognitive overload among their workplace learners?

Chances for learning intraprofessional collaboration between residents in hospitals - Audio Paper with Natasja Looman

While critically important, intraprofessional collaboration is not learnt spontaneously. Improvements in mindset, professional identity and power dynamics are crucial to its promotion.

Read the accompanying article to this audio paper: Chances for learning intraprofessional collaboration between residents in hospitals.

Useful to whom? Evaluation utilisation theory and boundaries for programme evaluation scope - Interview with Betty Onyura

Judgments about what is useful #evaluation create boundaries for evaluation’s impact on #HPE #MedEd. Onyura outlines this argument by examining how utilization priorities influence evaluation scope and quality. Read the accompanying article to this podcast: Useful to whom? Evaluation utilisation theory and boundaries for programme evaluation scope - Onyura - 2020 - Medical Education - Wiley Online Library

Resident learning trajectories in the workplace: A self‐regulated learning analysis - Interview with Ryan Brydges

How do trainees distinguish and navigate their learning trajectories? Brydges et al. use self‐regulated learning theory to identify how invasive procedures are learned at the bedside. Read the accompanying article to this podcast: Resident learning trajectories in the workplace: A self‐regulated learning analysis - Brydges - 2020 - Medical Education - Wiley Online Library

Workplace‐based assessments in postgraduate medical education: A hermeneutic review - Interview with Shaun Prentice and Lambert Schuwirth

The authors demonstrate that workplace‐based assessment's utility is largely determined by user‐tool‐context interactions and they provide 12 lessons to guide optimisation.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14221

Grounding judgement in context: A conceptual learning model of clinical reasoning - Interview with Charilaos Koufidis

Commonly thought of and studied from the perspective of individual decision‐makers, Koufidis et al. study how context drives judgment and generates learning potential.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14222

Lessons from the implementation of developmental progress assessment: A scoping review - Interview with Christina St‐Onge

Adding to the Cross‐cutting edge series, Johnston et al. introduce readers to the postmodern concept of the simulacrum, explore its relevance to the growing field of simulation education. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14136

Situational judgement test validity for selection: A systematic review and meta‐analysis - Interview with Lewis W. Paton

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14201

Learning in the workplace: Use of informal feedback cues in doctor‐patient communication - interview with Carolin Sehlbach

Sehlbach et al. use observations and interviews to examine how physicians use informal feedback for professional development, highlighting how workplace learning could be improved through collaboration.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14148

The case for faculty development: A realist evaluation - interview with Dominic Proctor

How can we ensure successful faculty development initiatives? This realist evaluation recommends improved transparency, effective communication, and proper evaluation. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14204