Medical Education Podcasts

Why women go to medical college but fail to practise medicine: perspectives from the Islamic Republic of Pakistan - Farhat Moazam's nterview

In this study the authors explore reasons why increases in the number of female medical practitioners are not keeping up with increases in the number of female students.

Read the accompanying article to this new podcast:https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13545

Stakes in the eye of the beholder: An International Study of Learners’ Perceptions within Programmatic Assessment - Suzanne Schut's Interview

In this study The authors identify learners’ agency, programme structure and teachers as powerful factors influencing the learning potential of programmatic assessment.

Read the accompanying article to this new podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13532

Medical communication: the views of simulated patients - William Laughey Interview

This study uses simulated patients to identify recommended medical communication attributes: listening and empathy, encouraging information flow, and striving for a continual human connection

Read the accompanying article to this new podcast:https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13547

Effect of reflection on medical students' situational interest: an experimental study - Ligia Riberio Interview

This study demonstrates that deliberate reflection on to-be-solved clinical cases may be a useful tool to help increase medical students' motivation for learning.

Read the accompanying article to this new podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13491

Beyond catharsis: the nuanced emotion of patient storytellers in an educational role - Taylor Roebotham Interview

Roebotham et al demonstrate a nuanced role of emotion in storytelling that extends beyond cathartic release, contributing to ongoing and unexpected vulnerability for patient.

Read the accompanying article to this new podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13510

Chart stalking, list making, and physicians’ efforts to track patients’ outcomes - Judith Bowen Interview

The authors describe physicians’ strategies for tracking transitioned patients and illuminate tensions related to list functionality, workplace rules, and finding time for learning about patients’ outcomes.

Read the accompanying article to this new podcast: https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13509

Discrimination, harassment and non-reporting in UK undergraduate medical education - Jonathan Broad Part 1

Broad and colleagues study the prevalence of various types of harassment and discrimination and provide data to help understand reporting behaviours.

Read the accompanying article to this new podcast:https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13529

The role of the assessment policy in the relation between learning and performance - Rob Kickert Interview

This study indicates that student learning and performance are sensitive to changes in characteristics of the assessment policy, such as higher stakes and higher performance standards.

Read the accompanying article to this new podcast: http://onlinelibrary.wiley.com/doi/10.1111/medu.13487/full

Learning support interventions for first year medical students: A review of the literature - Masego Kebaetse Interview

The findings of this literature review suggest learning support interventions are generally not grounded on empirical assessment of challenges undergraduate medical students face.

Read the accompanying article to this new podcast:http://onlinelibrary.wiley.com/doi/10.1111/medu.13465/full

Making the leap to medical education: a qualitative study of medical educators’ experiences - Julie Browne interview

Drawing on transition theory as an analytical model, the authors show that success in making the transition to educator identity is dependent on factors relating to self, situation, support and strategy.

Read the accompanying article to this new podcast: http://onlinelibrary.wiley.com/doi/10.1111/medu.13470/full