Medical Education Podcasts

Whose problem is it anyway? Confronting myths of ‘problems’ in health professions education - Interview with Aliki Thomas

In the latest instalment of Medical Education Mythology, Thomas and Ellaway explore five myths surrounding "problems" in health professional education research and their impact on using research to guide practice.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15067

Graduates’ preparedness for the changing doctor-patient relationship: A qualitative study - Interview with Nicola Brennan

Doctor-patient relationships are changing as shared decision-making and patient access to information increases. Here graduates are reported as being well prepared for patient-centred care while more work is needed to achieve patient empowerment.

 

Read the accompanying article here: 

https://onlinelibrary.wiley.com/doi/10.1111/medu.15020

Scratching beneath the surface: How organisational culture influences curricular reform - Audio Paper with Adarsh P. Shah

Shah et al. explore how context and organizational culture influence curricular reform, reinforcing the view that such reform is not simply about putting recommendations into practice.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14994

‘Just pretending’: Narratives of professional identity transitions in internal medicine - Interview with Joanne Kerins

The authors’ narrative analysis reveals identity dissonance experienced by trainees, as they transition to medical registrar, in ways that herald need to empower a sense of agency to support identity work.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14965

Faculty development participants’ experiences of working with change in clinical settings - Interview with Agnes Elmberger

Elmberger et al. find that faculty development has limited impact beyond the individual participants, with educators from different settings having similar difficulties enabling change in their clinical workplaces.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.14992

Negotiating legitimacy and belonging: Disabled students’ and practitioners’ experience - Audio Paper with Tal Jarus

The authors demonstrate how priority needs given to system-level practices and policies that support inclusion if practitioners and students with disabilities are to experience a sense of legitimacy and belonging.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15002

Navigating the burden of proof and responsibility: A narrative inquiry into Indigenous medical learners’ experiences - Audio Paper with Sarah Burm

By blending narrative and Indigenous research approaches, the authors explore Indigenous learners' motivations for pursuing a career in medicine, the barriers and enablers they encounter, and their future aspirations.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15000

Anti-oppressive pedagogy in medical education: A qualitative study of trainees and faculty - Interview with Gopika Punchhi and Kathryn Shum

The authors use interviews with trainees and faculty to demonstrate that the current paradigm of medical education conflicts with the implementation of anti-oppressive pedagogy.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15016

Hetero- and cisnormativity—UK pharmacy education as a queer opponent - Interview with Andrew Mawdsley

The study establishes widespread hetero/cis normativity in UK pharmacy education, exposing a hidden curriculum that opposes LGBTQIA+ people. Queer pedagogy is offered as a means of questioning, resisting, and disrupting such patterns.

 

Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15018

 

Exploring nurses’ role in guiding residents’ workplace learning: A mixed-method study - Audio Paper with Iris Jansen

In this study the authors demonstrate that residents and nurses believe nurses to have a role in guiding residents’ workplace learning; perceptions of whether residents were being guided by nurses, however, differed.

 

Read the accompanying article here:

https://onlinelibrary.wiley.com/doi/10.1111/medu.14951