Medical Education Podcasts

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

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

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

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

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

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

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

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

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

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