Medical Education Podcasts

The medical internship as a meaningful transition: A phenomenographic study - Interview with Yvonne Carlsson

Transitioning from student to doctor isn't just a struggle; it's a transformative experience. This study delves into how medical interns in Sweden perceive this journey. It's not just training; it's a journey of self-discovery, competence, and confidence.

 

Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15146

Interprofessional identity and motivation towards interprofessional collaboration - Audio Paper with Jan-Jaap Reinders

Reinders and Krijnen show that interprofessional identity is a source of intrinsic motivation towards interprofessional collaboration, influencing problem solving as well as teamwork.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15096

‘Change talk’ among physicians in small group learning communities: An ethnographic study - Audio Paper with Heather Armson

How do family physicians make practice decisions in small learning groups? They discuss, question, share experiences, and validate new info. This study reveals the "change talk" process, helping bridge the gap between current and best practices.

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15120 

The liminal landscape of mentoring—Stories of physicians becoming mentors - Interview with Eivind A. Valestrand

This work outlines the struggles inherent in physicians integrating "mentor" into their identity, which can lead them to tell contradicting stories as they shift between multiple identities.

 

Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15117

Striving to thrive or striving to survive: Professional identity constructions of medical trainees in clinical assessment activities - Interview with Kuo-Chen Liao

This study explores two plotlines describing how assessment impacts trainees' identity: "striving to thrive" and "striving to survive". Narratives reveal growth or oppression; character tropes play a role, shedding light on broader medical education discourses along with valuable insights for educators.

 

Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15152

‘First in family’ experiences in a Canadian medical school: A critically reflexive study - Interview with Sarah R. Wright and Victoria A. Boyd

Medical school environments can be exclusionary and inequitable to first in family medical students. Critical reflexivity is proposed as a way forward to help foster more inclusive and equitable learning environments.

 

Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15116

Patient outcomes in a Longitudinal Integrated Clerkship: A systematic literature review - Audio Paper with Alastair Dodsworth

Longitudinal Integrated Clerkships provide educational continuity, enabling trusting patient-student relationships that lead students to become agents of change and enhance patient outcomes.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15013

A scoping review of self-monitoring in graduate medical education - Interview with William Rainey Johnson

This scoping review explores self-monitoring in GME and presents a framework defining self-monitoring based on time- and context-dependence. It reflects how self-monitoring can improve to impact performance.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15023

The development of professional identity in clinical psychologists: A scoping review - Audio Paper with Samantha Schubert

Schubert at al. review the literature to determine what is required to nurture and support professional identity from training to practice in ways that support the realisation of mental healthcare reform.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15082

All medical degrees are equal, but some are more equal than others: An analysis of medical degree classifications - Audio Paper with Matthew H. V. Byrne

Degree classifications may be another form of inequity in medical education given variation in terminology, criteria, and percentage of students awarded. Byrne et al. argue a need to better understand the consequential validity of these awards.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15019