Medical Education Podcasts

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

Some assembly required: tracing the interpretative work of Clinical Competency Committees - Rachael Pack's Interview

The authors of this qualitative study illustrate the processes of evidence interpretation Clinical Competency Committees
(CCCs) use to grapple with and weigh assessment data.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13884

‘Waiting in the wings’; Lived experience at the threshold of clinical practice - Niamh Coakley's Interview

The hidden curriculum is seen to shape new medical graduates’ understanding of the expectations of them as doctors in ways that
inspire dysfunctional strategies to meet those expectations.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13899

Recruiting expertise: how surgical trainees engage supervisors and regulate learning - Patrick Nieboer and Mike Huiskes' Interview

Trainees' success at drawing upon the expertise of their supervisors plays a substantial role in determining the learning benefits derived from clinical encounters. This paper outlines four types of practice students use.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13822

Multiple-role mentoring: mentors’ conceptualizations, enactments and role conflicts - Stephanie Meeuwissen's Interview

While serving as both coach & assessor might seem rife with conflict, Meeuwissen et al. report that one's approach to mentoring may determine the likelihood of difficulty.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13811

Theory, a lost character? As presented in General Practice education research papers - James Brown's Interview

Treating theory as a character in a story, Brown et al. demonstrates how theory can be written into research papers
in a way that contributes meaningfully to the research narrative.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13793

Identifying coaching skills to improve feedback use in post-graduate medical education - Heather Armson's Interview

Armson et al. explore the coaching skills required to enhance resident acceptance of feedback - a combination of process and content skills that must be carefully selected depending on the needs of the particular resident.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13818

Simulation-based education for novices: Complex learning tasks promote reflective practice - Marie-Laurence Tremblay's Interview

While complex learning tasks in simulation-based training are more cognitively challenging and make novices more prone to generating
mistakes, they are considered more valuable learning experiences from the trainees' perspective.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13748

Transphobia rather than education predicts provider knowledge of transgender healthcare - Daphna Stroumsa's Interview

By studying transgender healthcare, Stroumsa et al. discover that caregivers' prejudices (transphobia) better predict
competence than their knowledge.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13796