Medical Education Podcasts

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

Interview with Chantal van Andel - Broadly sampled assessment reduces ethnicity‐related differences in clinical grades

Van Andel et al. demonstrate that ethnicity-related differences in clinical grades can be reduced using multiple assessors,
multiple assessments and multiple evaluation moments.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13790

Interview with Catherine Scarff - Trainees’ perspectives of assessment messages: a narrative systematic review

Through a narrative systematic review, the authors explore the disconnect between medical specialist trainees' valuing
of the assessment messages they receive in clinical performance assessments and the assessments' value in helping trainees
fulfill their potential.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13775

Emotion recognition in medical students: effects of facial appearance and care schema activation

Interview with Valentina Colonnello
The authors demonstrate that medical students’ emotion recognition is affected by the extent to which faces appear
trustworthy; such bias, however, could be overcome by techniques that activate students' "care schema".
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13760

Is research on professional identity formation biased? Early insights from a scoping review and metasynthesis

Interview with Rebecca Volpe
While Professional Identity Formation is a well established construct, this paper questions the extent to which
its conceptualization might suffer from sociocultural bias, thereby disadvantaging trainees from diverse populations.
Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13781

John Boulet Interview - What we measure … and what we should measure in medical education

What are we assessing and what should we be assessing? The ongoing tension regarding which competencies are required for patient care and which are known to be assessable in an effective and efficient manner.

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13652

Elizabeth Molloy Interview - Embracing the tension between vulnerability and credibility: ‘intellectual candour’ in health professions education

Interview with Elizabeth Molloy: Outlining the benefits and limitations of 'intellectual candour' (the public expression of thoughts, uncertainties and problems) for the dual purpose of learning and promoting learning

Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13649