Medical Education Podcasts

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

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