Medical Education最新文献

It is always my great pleasure to work with and learn each year from the team of Medical Education Editorial Interns. I rely on them to review submissions and assist me in the selection process. I encourage you to draw on the experience-won perspectives they developed to better understand what makes for ‘Really Good Stuff’.

Molly Fyfe University of California at San Francisco

As someone who is passionate about educational innovation, evaluation and continuous quality improvement, it is truly exciting to see the work captured in the Really Good Stuff (RGS) submissions. The opportunity to review a larger batch of papers in quick succession allows for a ‘30,000-foot’ perspective on the RGS section, and from this perspective, there are a few aspects that stood out to me.

First, RGS showcases ‘development-oriented’ projects in which educators exercise professional autonomy, creativity and reflection to address problems in their educational setting. The focus on ‘lessons learned’ (rather than ‘results’) emphasises critical reflection for continuous quality improvement. Well-written RGS papers, therefore, make the most of this format by including reflections, negative results and operational data to offer compelling insights.

Second, the most common problem with submissions I came across was insufficient detail. Working within the 500-word limit requires concise writing that challenges authors to enable readers to fully grasp what was tried. Overall, strong submissions described the educational setting, pedagogical approach, educational content, educators involved and learners. The innovation itself, however, is the glue that holds these papers together, so details about ‘what was tried’ are paramount.

Finally, many RGS innovations aimed at aligning medical education with the broader context of health systems, population health needs or reversing oppressive practices. Given the international readership of Medical Education, it is helpful to develop the ‘problem addressed’ such that the reader can easily make connections between their context and where the innovation was developed. Papers that did this well emphasised core issues that are shared across contexts.

Georgina Stephens Monash University

What is it that makes stuff ‘really good’ in Medical Education? Prior to my involvement in the current batch of RGS submissions, my engagement with the journal focused on writing and reviewing research articles. Through my editorial internship, however, I have become really interested to learn about the variety of article types published by journals and the different ways they aim to advance the field of health professions education. Through my experience reviewing submissions for RGS, I have come to appreciate the immense value of this succinct, engaging and highly practical article type and I am ashamed to admit I have not (yet) tried to write for RGS myself.

M

Research writing often defaults to a bland, disinterested authorial voice. But it does not have to. The authors of this study interviewed and analysed selected writings of 21 scholars from varied career stages, research paradigms, and countries. Participants drew on conventional and unconventional voice repertoire. Conventional strategies, like signposting, supported clarity and coherence, while unconventional strategies, like metaphor and cadence, supported distinctiveness and persuasion. An enriched voice repertoire can help both develop individual researchers as writers and widen the range of voices that our research communities traditionally allow.

Lingard, L, Watling, C. The writer's voice repertoire: exploring how health researchers accomplish a distinctive ‘voice’ in their writing. Med Educ. 2024; 58(5): 523-534. doi:10.1111/medu.15298

Self-monitoring is important in clinical decision-making. The concept can be introduced to medical students as insightfulness, safety, and efficiency, derived from certainty in and correctness of MCQ responses. An insightful student is more likely to be correct with increasing certainty. A safe student is expected to have a high probability of being correct when answering with high certainty. An efficient student is expected to have a sufficiently low probability of being correct when answering with no certainty. These aspects of self-monitoring change differently as students progress through medical training.

Tweed, M, Willink, R, Wilkinson, T. Using MCQ response certainty to determine how aspects of self-monitoring develop through a medical course. Med Educ. 2024; 58(5): 535-543. doi:10.1111/medu.15253

Do personalization and embodiment enhance e-Learning for healthcare professionals? This randomised, controlled trial sought to determine if enhancing e-Learning with evidence-based principles of personalization and embodiment would lead to improved educational outcomes among healthcare professionals. Participant perceptions of personalization and embodiment were significantly greater for the enhanced format, as were motivational features of the e-Learning course. However, post-module knowledge was not significantly improved. These findings support application of strategies that do not require substantial effort (e.g., simple changes to the module script and voice-over with a friendly human voice). However, more costly enhancements, such as creating the video clips or using content experts for narration, may not be warranted routinely.

Skrupky, LP, Stevens, RW, Virk, A, Tande, AJ, Oyen, LJ, Cook, D. Personali

We live in a world where many people have to hide who they are. In Robinson's “A Portable Paradise,” he writes about his experiences as a Black British man and of how he has to hide and protect his “paradise.” He cautiously conceals beautiful memories of Trinidad so that the harsh social landscape of Britain, which actively seeks to “steal” his “paradise,” cannot.

Robinson's powerful poem left each of us with a deep feeling of social injustice, but seemingly through different perspectives. We are all medical educators, and yet, we had diverse understandings of “justice” and found difficulty in articulating the origin of our views, somewhat surprisingly.* Together, we reflected on varied understandings of social justice, including the oppression faced by minoritised learners, and how, in our experience, our field remains focussed on describing problems, rather than creating change. We discussed our approaches to inclusive curricula and, critically, the dominance of Western understandings which have assumed global applicability.

Interested in understanding the multiplicity of our views and in finding a common language through which we could share learning, we embarked on this article to untangle the meaning of social justice, finding an absence of a cohesive definition focussed on the practice of medical education. By this, we mean that existing definitions often fail to address the practical aspects of how social justice can be applied and integrated within medical education.

In this article, we translate key theory relating to social justice to the context of medical education. To do this, we consider theory alongside our experience as educators, to suggest a definition that accounts for the diverse contexts of o