Medical Education Podcasts

This study shows that when teaching shifted online during COVID-19, the loss of relational and contextual engagement risked reinforcing inequities and one-sided knowledge exchange in LIC-HIC collaborations. #GlobalHealth #MedEd Read the accompanying article here: https://doi.org/10.1111/medu.70138

This review shows that #coaching empowers postgraduate medical trainees' professional identity formation by boosting resilience, reflection, and career development. #MedEd #PGME Read the accompanying article here: https://doi.org/10.1111/medu.70106

A study of 117 med students shows that distraction erased gains from gaze cueing in ultrasound training showing evidence of cognitive load interference. In distraction-rich environments, protecting attention may matter more than optimizing teaching. #MedEd Read the accompanying article here: https://doi.org/10.1111/medu.70136

Stuck in old #MedEd narratives? Time to #ReHumanize! Our study ‘Don't shut down, these conversations need to happen' amplifies Indigenous voices to reshape anti-racist medical education. Read the accompanying article here: https://doi.org/10.1111/medu.70125

Health care is complex, blurring lines of expertise and responsibility. Our review highlights the importance of teaching physicians to engage in boundary work—actively navigating roles and shaping the future. #MedEd #HealthSystems Read the accompanying article here: https://doi.org/10.1111/medu.70083

AI is transforming medicine—but are global medical education systems ready? Our review examines how students and faculty perceive AI integration and what needs to change in medical education. #AIinMedicine #MedEd Read the accompanying article here: https://doi.org/10.1111/medu.70071

Scaffolding in the operating room: baby steps or giant leaps? Our study explores how surgical educators negotiate supervision and support as procedures unfold. #SurgicalEducation #MedEd Read the accompanying article here: https://doi.org/10.1111/medu.70074

Is TBL research stuck? A critical re-examination is needed to better understand what team-based learning actually does—and for whom. Read the accompanying article here: https://doi.org/10.1111/medu.70041

What helps—or hinders—medical students from speaking up? Understanding these drivers and barriers is key to safer learning environments. Read the accompanying article here: https://doi.org/10.1111/medu.70030  

Mistreatment has ripple effects. Even vicarious exposure can impair novice medical students' ability to learn, underscoring the hidden costs of toxic environments. Read the accompanying article here: https://doi.org/10.1111/medu.70103

Efforts to combat social harm in healthcare often involve collective action- an examination of how medical trainees engaged in professional resistance draw from and contribute to the collective. Read the accompanying article here: https://doi.org/10.1111/medu.70055

Looking for a new creative and inclusive research method to access experience? Journey mapping could be for you. Read the accompanying article here: https://doi.org/10.1111/medu.70104

This paper explores the tensions that non-Indigenous learners and medical educators wrestle with in their attempts to enact reconciliation meaningfully. Read the accompanying article here: https://doi.org/10.1111/medu.70028

New study highlights the potential of SJTs beyond selection! Lower SJT scores may help identify students at risk of professionalism lapses, guiding targeted remediation. Read the accompanying article here: https://doi.org/10.1111/medu.70020

How did telehealth reshape GP training in Australia? This study found it disrupted in-consultation learning, reduced feedback, and limited clinical exposure—highlighting the need for telehealth-specific training. #MedEd #Telehealth #GPTraining Read the accompanying article here: https://doi.org/10.1111/medu.70061Digital Object Identifier (DOI)

Mind the gap! This study based in Sri Lanka and the UK explores how student-teacher power distance is perceived in remote and face-to-face educational settings along with how it influences learning. Read the accompanying article here: https://doi.org/10.1111/medu.70025

What happens when a student/trainee has been involved in a serious patient safety event? The complexity of “what happens next” tells us a lot about how clinical learning environments are organized. Read the accompanying article here: https://doi.org/10.1111/medu.70026Digital Object Identifier (DOI)  

This realist review on widening access to medical education highlights that issues with access to medical education are still being seen as individual not systemic. Read the accompanying article here: https://doi.org/10.1111/medu.70017

Read the latest issue of Medical Education here: https://asmepublications.onlinelibrary.wiley.com/toc/13652923/current 

Evidence-based tips for skill retention are offered through this systematic review of how training duration & methods affect PoCUS competency. #MedEd #POCUS Read the accompanying article here: https://doi.org/10.1111/medu.15751

Drawing on behaviour al economics, Harper et al. suggest ways in which we might turn mentoring into a habit to increase the rate at which trainees receive the support they need. Read the accompanying article here: https://doi.org/10.1111/medu.15749

Young and Varpio map the similarities, differences, and areas of overlap across key research paradigms at play in Health Professions Education Research, detailing how research questions are asked and what outputs are deemed legitimate. Read the accompanying article here: https://doi.org/10.1111/medu.15752

Using Laurillard's six types of learning, Pham et al. offer insights into how GenAI is already influencing health professional education, highlighting that its role in collaborative learning is under-explored. Read the accompanying article here: https://doi.org/10.1111/medu.15746

Wraith et al. offer an empirical test, using mixed methods, of whether educators can distinguish between reflections offered by medical students and those created by generative AI. Read the accompanying article here: https://doi.org/10.1111/medu.15750

Feedback is critical in med ed, but why is it conceptualized so differently? 🤔 Using pattern theory, Patocka et al. analyzed 11 models to reveal key divergences & recurring patterns in feedback #MedEd #Feedback Read the accompanying article here: https://doi.org/10.1111/medu.15706