Medical Education Podcasts

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

When I say … chalk talk - Audio Paper with Ryan E. Nelson

Analyzing the term 'chalk talk,' the latest "When I Say…" article in @MedEd_Journal generates reflection on multimedia learning and the importance of emphasising learner engagement.

 

Read the accompanying article to this podcast:  

https://onlinelibrary.wiley.com/doi/10.1111/medu.15069

Trainees’ perceptions of being allowed to fail in clinical training: A sense-making model - Interview with Jennifer Klasen

Residents' interpretation of being allowed to fail is shown to be colored by attributions of supervisor intention, thereby influencing what is learned from failure and emphasizing the importance of explicit conversation.

 

Read the accompanying article here:

https://onlinelibrary.wiley.com/doi/10.1111/medu.14966

Really good stuff—May 2023 editorial - Interview with Helen Church and Lynelle Govender

Read the accompanying article to this podcast: 

https://onlinelibrary.wiley.com/doi/10.1111/medu.15073

Learner engagement and teaching effectiveness in livestreamed versus in-person CME - Audio Paper with Christopher R. Stephenson

Stephenson et al. report that even if livestreaming education effectiveness is rated as somewhat lower than in-person teaching, livestreaming may be as engaging as in-person CME.

 

Read the accompanying article to this podcast:  https://onlinelibrary.wiley.com/doi/10.1111/medu.14996