Podcasts from the journal Medical Education
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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
