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How do medical students' expectations shape their experiences of well‐being programmes? Med. Educ. (IF 4.9) Pub Date : 2024-09-25 Emmanuel Tan, Erik Driessen, Janneke Frambach, Jennifer Cleland, Grainne P. Kearney
IntroductionMedical schools have a duty of care to support their students' health and well‐being. Student support studies have tended to focus on outcomes in respect of effectiveness and satisfaction. In contrast, little is known about how student expectations of support may shape their experiences and engagement with support mechanisms, as well as the relationships students have with those offering
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Selective processing of clinical information related to correct and incorrect diagnoses: An eye‐tracking experiment Med. Educ. (IF 4.9) Pub Date : 2024-09-25 Justine Staal, Jelmer Alsma, Jos Van der Geest, Sílvia Mamede, Els Jansen, Maarten A. Frens, Walter W. Van den Broek, Laura Zwaan
IntroductionDiagnostic errors are often attributed to erroneous selection and interpretation of patients' clinical information, due to either cognitive biases or knowledge deficits. However, whether the selection or processing of clinical information differs between correct and incorrect diagnoses in written clinical cases remains unclear. We hypothesised that residents would spend more time processing
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Exploring institutional stratification: Minority‐serving institutional pathways to medical school acceptance in the United States Med. Educ. (IF 4.9) Pub Date : 2024-09-23 Amanda K. Burbage, Eushekia Y. Hewitt
IntroductionRecruiting and training a diverse pool of physicians from historically excluded groups is vital to solving complex scientific problems and increasing access to patient care. Disparate educational and health outcomes of COVID‐19 amplified this need. In stratified higher education systems, underfunded institutions that serve greater numbers of underrepresented in medicine (URM) students face
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Medical students experience science communication via moderating podcasts Med. Educ. (IF 4.9) Pub Date : 2024-09-22 Doreen Pretze, Stephan Wiegand
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Dispelling the magic of artificial intelligence in medical education Med. Educ. (IF 4.9) Pub Date : 2024-09-20 Casey N. McQuade, Thilan P. Wijesekera, David Chartash
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Community‐based initiative: Engaging youth in medical education Med. Educ. (IF 4.9) Pub Date : 2024-09-18 Juan Medina‐Echeverria, Daniel H. Sanchez
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Beyond inclusion politics: A critical discourse analysis of sex and gender in medical education Med. Educ. (IF 4.9) Pub Date : 2024-09-17 Navin Kariyawasam, Nanky Rai, Malika Sharma
IntroductionMedical training refers frequently to sex and gender, yet these terms are often used vaguely and interchangeably with little critical engagement. We aimed to better understand the key discourses around sex and gender in medical training.MethodsAll verbal and written instances of gendered/sexed language, occurring in lectures, slides and provided written materials, within 1 year of preclerkship
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Beyond the bedside: A scoping review of the experiences of non‐practising health care professionals in Health Professions Education Med. Educ. (IF 4.9) Pub Date : 2024-09-13 Helen R. Church, Megan E. L. Brown, Lynelle Govender, Deborah Clark
IntroductionThe shortage of educators within Health Professions Education (HPE) threatens the optimal training of the future health care workforce. Furthermore, without recruitment of diverse and skilled faculty, targets to expand the workforce will not be possible. Non‐practising health care professionals offer extensive knowledge and qualifications within health care, without the competing clinical
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Looking beyond, around and within cultural differences and dialogues across the open access ecosystem Med. Educ. (IF 4.9) Pub Date : 2024-09-12 Lucía Céspedes, Lauren A. Maggio
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‘In their shoes now’—immersive video gameplay and design thinking for building grief literacy Med. Educ. (IF 4.9) Pub Date : 2024-09-11 Ki Sum Samson Wong
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Inclusive assessment in health professions education: Balancing global goals and local contexts Med. Educ. (IF 4.9) Pub Date : 2024-09-11 Gabrielle M. Finn, Joanna Tai, Vishna Devi Nadarajah
ContextIn this article, we draw upon diverse and contextually different experiences of working on inclusive assessment, with the aim of bridging and enhancing practices of inclusive assessments for health professions education (HPE) within universities. Instead of juxtaposing our views from three countries, we combine our perspectives to advocate for inclusive assessment.DiscussionCreating an inclusive
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Whose voices are heard in health professions education validity arguments? Med. Educ. (IF 4.9) Pub Date : 2024-09-10 Georgina C. Stephens, Gabrielle Brand, Sharon Yahalom
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Supporting resident inbox management with screen‐casted videos Med. Educ. (IF 4.9) Pub Date : 2024-09-06 Jessica E. Murphy, Mindy Sobota
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A realist evaluation of prospective entrustment decisions in paediatric residency clinical competency committees Med. Educ. (IF 4.9) Pub Date : 2024-09-06 Daniel J. Schumacher, Abigail Martini, Catherine Michelson, David A. Turner, Ariel S. Winn, Benjamin Kinnear
PurposeMaking entrustment decisions (granting more responsibility, advancement and graduation) are important actions in medical training that pose risks to trainees and patients if not done well. A previous realist synthesis of the existing literature revealed that clinical competency committees (CCCs) do not typically make deliberate entrustment decisions, instead defaulting to the promotion and graduation
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Putting ‘leader’ back into leadership training Med. Educ. (IF 4.9) Pub Date : 2024-09-06 Jacqueline Torti, Erin Kennedy
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Equity, diversity, and inclusion in entrustable professional activities based assessment Med. Educ. (IF 4.9) Pub Date : 2024-09-03 Marije P. Hennus, H. Carrie Chen
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Enhancing telehealth Objective Structured Clinical Examination fidelity with integrated Electronic Health Record simulation Med. Educ. (IF 4.9) Pub Date : 2024-09-03 Kiran Malhotra, Christine P. Beltran, Magdalena J. Robak, Nicholas Genes
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‘Blood and guts’: Interleaving gastroenterology and haematology physiology Med. Educ. (IF 4.9) Pub Date : 2024-09-03 Sarah E. Fleet, Alan M. Leichtner, Katie A. Greenzang
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‘Transitions’: A new pilot programme to support the transitions of new internationally educated clinical fellows Med. Educ. (IF 4.9) Pub Date : 2024-09-02 Ahmed al‐Awamer, Tushar Malavade, Jessica Jardine, Ebru Kaya
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Building supportive networks: Insights from a division mentorship workshop Med. Educ. (IF 4.9) Pub Date : 2024-09-02 Tracy S. Tylee, Farah N. Khan, Tiffany Nguyen, Radhika R. Narla
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Humanising anatomy education with narrative medicine Med. Educ. (IF 4.9) Pub Date : 2024-09-02 Ide Kafexhiu, Johanna Tamoka, Augustin Abreu, Samantha Barrick
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An augmented reality mobile application designed for pharmacology teaching Med. Educ. (IF 4.9) Pub Date : 2024-09-02 Ya‐Qin Du, Su‐Ying Cui, Xin‐Liang Zhao, Lu Tie
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AI‐assisted learning for systems thinking in resolving ill‐structured problems among healthcare students Med. Educ. (IF 4.9) Pub Date : 2024-09-02 Pingmei Zhang, Honghe Li, Jiaxi Tan
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Novel timely rehabilitation education for medical students Med. Educ. (IF 4.9) Pub Date : 2024-09-02 Dorothy W. Tolchin, Alexandra Hovaguimian
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Giving back to babies, point of care ultrasound in paediatrics Med. Educ. (IF 4.9) Pub Date : 2024-09-02 Zahra GhaziAskar
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Socio‐behaviour change intervention in health care professionals: Impact and effectiveness Med. Educ. (IF 4.9) Pub Date : 2024-08-31 Chinmay Shah, Fouzia Shersad
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Anatomical MythBusters: An approach to addressing misconceptions in foundational sciences education Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Georgina C. Stephens, Michelle D. Lazarus
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Nurturing clinical teachers' professional learning: A phased approach Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Rhoda Meyer, San Schmutz, Elize Archer
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Solving the complex problem of faculty evaluation Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Hui Meng Er, Vishna Devi Nadarajah, Rohayati Raben, Nur Haslina Kamarudin
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Day at the museum: An experiential bias intervention Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Stephanie M. Davidson, Izabela Milaniak, Sarah H. Arshad, Melissa Xanthopoulos
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Implementing an automated system for mask fit certification in medical education Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Ramani Saravanan
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What happened to my patient? Automated patient follow‐up Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Susan Croft, Joseph Harding, Tom Bircher, Rebecca Hartshorn
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The ABCs of competence development in physiotherapy education Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Tonderai Washington Shumba, Ara Tekian
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Alexa, write my exam: ChatGPT for MCQ creation Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Stephen D. Schneid, Chris Armour, Sean Evans, Katharina Brandl
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Longitudinal ‘oral board exams’ to maintain educational continuity Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Lauren K. Buhl, Matthew Vengalil
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Leading the way: Innovating medical education in adversity Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Safiya Virji
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Teaching intervision: Overcoming student resistance by using e‐learning Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Richta C. IJntema, Nicole J. J. M. Mastenbroek
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Role‐playing computer games in disaster medicine education Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Hai Hu, Yaning Lai, Chuan Zuo
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Fostering community of practice: International complex care collaborative Med. Educ. (IF 4.9) Pub Date : 2024-08-30 Catherine Diskin, David D'Arienzo, Kathleen Huth
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Fireside chats: Using recorded case‐based discussions with medical experts to teach clinical reasoning Med. Educ. (IF 4.9) Pub Date : 2024-08-29 Ghaniah Hassan‐Smith, Zaki Hassan‐Smith
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Constructive dialogue: Strengthening our knowledge by exploring cross‐cultural differences Med. Educ. (IF 4.9) Pub Date : 2024-08-28 Jennifer Cleland, Rola Ajjawi, Kevin Eva
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Medical Education and artificial intelligence: Responsible and effective practice requires human oversight Med. Educ. (IF 4.9) Pub Date : 2024-08-24 Kevin W. Eva
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Formed in context: A mixed‐methods study of medical students' mindsets in an Eastern culture Med. Educ. (IF 4.9) Pub Date : 2024-08-22 Jiaxi Tan, Honghe Li, Pingmei Zhang, David A. Hirsh
IntroductionMindsets have become an important focus in the fields of social and cognitive psychology. When holding a growth mindset, people appear more likely to engage in hard work and effort to foster success, seeing setbacks as necessary for learning. When holding a fixed mindset, in contrast, people tend to believe success comes from innate ability, seeing setbacks as evidence of inability. As
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Stoking the fires of professional resistance: Trainees' efforts across time. Med. Educ. (IF 4.9) Pub Date : 2024-08-19 Tasha R Wyatt,Emily Scarlett,Vinayak Jain,Ting Lan Ma
INTRODUCTION Researchers who study acts of resistance largely focus on efforts when they are at their peak, giving the impression that those who resist are in a constant state of arousal. What is missing in such studies is the variable of time, which is theorised to be intimately connected to power and resistance. To explore this aspect, we followed a group of trainees engaged in professional resistance
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Realist analysis of qualitative data in health professions education research Med. Educ. (IF 4.9) Pub Date : 2024-08-19 Charlotte E. Rees, Dominic W. Proctor, Van N. B. Nguyen, Ella Ottrey, Karen L. Mattick
BackgroundQualitative realist analysis is gaining in popularity in health professions education research (HPER) as part of theory‐driven program evaluation. Although realist approaches such as syntheses and evaluations typically advocate mixed methods, qualitative data dominate currently. Various forms of qualitative analysis have been articulated in HPER, yet realist analysis has not. Although realist
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Issue Information Med. Educ. (IF 4.9) Pub Date : 2024-08-15
No abstract is available for this article.
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Positive perspectives of primary care professionals towards patients in complex and challenging social situations in Japan: An educational opportunity Med. Educ. (IF 4.9) Pub Date : 2024-08-13 Junki Mizumoto, Hirohisa Fujikawa, Toshichika Mitsuyama, Masashi Izumiya, Masato Eto
IntroductionAlthough primary care professionals often encounter difficulties when attending to patients in complex and challenging social situations (CCSS), little is known about how professionals cultivate an optimistic approach to caring for patients in CCSS. This study aims to recruit professionals who exhibit a passion for seeing patients in CCSS, to gain insights into their positive attitude.MethodsWe
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Medical school selection is a sociohistorical embedded activity: A comparison of five countries Med. Educ. (IF 4.9) Pub Date : 2024-08-09 Jennifer Cleland, Julia Blitz, Eliana Amaral, You You, Kirsty Alexander
IntroductionThe medical school selection literature comes mostly from a few countries in the Global North and offers little opportunity to consider different ways of thinking and doing. Our aim, therefore, was to critically consider selection practices and their sociohistorical influences in our respective countries (Brazil, China, Singapore, South Africa and the UK), including how any perceived inequalities
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When I say … improvisation Med. Educ. (IF 4.9) Pub Date : 2024-08-07 Christiaan Alexander Rhodius, Marco Antonio de Carvalho Filho
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The pitfalls and perils of anonymous learner feedback Med. Educ. (IF 4.9) Pub Date : 2024-08-07 Katherine M. Wisener
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Fixing disconnects: Exploring the emergence of principled adaptations in a competency‐based curriculum Med. Educ. (IF 4.9) Pub Date : 2024-08-06 Mary C. Ott, Lori Dengler, Kathryn Hibbert, Michael Ott
PurposeCompetency‐based medical education (CBME) promises to improve medical education through curricular reforms to support learner development. This intention may be at risk in the case of a Canadian approach to CBME called Competence by Design (CBD), since there have been negative impacts on residents. According to Joseph Schwab, teachers, learners and milieu must be included in the process of curriculum‐making
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Reflecting on the Spectrum of Involvement: How do we involve patients as partners in education? Med. Educ. (IF 4.9) Pub Date : 2024-08-06 Amber Bennett‐Weston, Simon Gay, Elizabeth S. Anderson
BackgroundThe Spectrum of Involvement describes six levels of active patient involvement in healthcare education. Only at the highest levels are patients described as ‘equal partners’. Although this framework was never intended to be hierarchical, healthcare educators continue to strive towards aspirations for involving patients as ‘equal partners’ in education. However, we do not know what these partnerships
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The social construction of time and its influence on medical education Med. Educ. (IF 4.9) Pub Date : 2024-08-06 Tasha R. Wyatt, Edison Iglesias de Oliveira Vidal
IntroductionFew sociocultural constructs exist that are so deeply embedded in our daily lives and able to influence our thoughts, behaviours and interactions than time itself. Time spans all cultures, and yet many of us have not critically engaged with how time effects what we do, how we perceive and the ways in which we interact. As such, our relationship to time remains almost invisible running in
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Using theoretical engagement to understand workplace learning across contexts—Bringing worlds apart together Med. Educ. (IF 4.9) Pub Date : 2024-08-06 Francisco M. Olmos‐Vega, Renée E. Stalmeijer
The pivotal importance of workplace learning (WPL) within health professions education has elevated its understanding and improvement to a major research priority. From a sociocultural learning theory perspective, WPL is inherently situated and context‐specific. This means that the health care settings in which (future) health care professionals are trained will impact how and what is learned. However
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Physicians' use of social media: Where cultural difference appears to overlap Med. Educ. (IF 4.9) Pub Date : 2024-08-06 Noha Atef
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Impact of liminality and rituals on professional identity formation in physician training Med. Educ. (IF 4.9) Pub Date : 2024-08-02 Jian‐Hua Hong, Chun‐Lin Chu, Daniel Fu‐Chang Tsai, En‐Chi Liao, Huei‐Ming Yeh
PurposeThe transition from medical student to practicing physician affects the complex processes of professional identity formation and professionalism, which have a lasting effect on the physician's career development. This study explored two different transitional processes of medical students in Taiwan, the associated rituals during this transitional period (the ‘liminal phase’) and their effect
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Understanding cultural dynamics shaping clinical reasoning skills: A dialogical exploration Med. Educ. (IF 4.9) Pub Date : 2024-08-02 Dilmini Karunaratne, Matthew Sibbald, Madawa Chandratilake
Our study examined the influence of national cultural predispositions on training medical professionals and doctor–patient dynamics using a dialogical approach, guided by Hofstede's framework. This framework provided valuable insights into how cultural tendencies shape the learning and application of clinical reasoning skills in different cultural contexts. We found that dimensions such as power distance