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Introduction: Residency training is a demanding period marked by long hours, emotional strain, and ongoing assessments. Burnout and poor wellbeing among residents have become global concerns, affecting both patient care and workforce sustainability. Consequently, educators and researchers are seeking ways to foster sustainable learning, wellbeing, and professional growth in residency programmes.

Aims: To explore resident doctors' perspectives on the Out-of-Programme-Pause (OOP-P). Specifically, it asks what are resident doctors motivations for pursuing an OOP-P and what are their experiences in terms of personal benefits and benefits to the service?

Methods: The study adopted a qualitative research design situated with an interpretivist paradigm. Twenty-nine residents taking time out of programme in England were interviewed. Through a lens of self-determination theory, we created four ideal types to encompass how an out-of-programme model could meet the basic needs of residents and promote their autonomous motivation.

Results: Four resident ideal types were constructed based on the needs of respondents: residents sought (1) gain clinical exposure (2); solidify capabilities (3); manage burnout; and (4) consolidate specialty choice. For each ideal type, one or more basic needs were unmet at the point of deciding to take time out. Each ideal type used their time differently to regain autonomous motivation before returning to the programme. TPDs felt that residents taking time out of programme while continuing to work in patient-facing roles disrupted service less than the alternatives - moving to non-clinical posts, taking long-term sick leave or leaving medicine entirely. They were also optimistic about the long-term impact on resident retention.

Conclusion: A model permitting residents to step out of training while remaining in a patient-facing role can mitigate short-term detriment and, theoretically, offer long-term benefits to service provision. Recommendations are provided for each ideal type on how residents with diverse needs can be supported to prevent disaffection.

Purpose: Faculty development should equip faculty members to navigate emerging challenges by cultivating adaptive expertise. While prior studies highlight the potential for such development, little is known about educational strategies or design principles that support it. This study explored faculty members' perspectives on how faculty development initiatives could foster adaptive expertise.

Methods: We conducted a descriptive qualitative study through semi-structured interviews with 25 faculty members. Interviews were transcribed verbatim and analyzed by means of inductive and deductive coding. Coding was guided by four a priori principles on the development of adaptive expertise, which we synthesized from existing literature.

Results: Participants suggested that faculty development initiatives could support faculty members' adaptive expertise by (1) bridging educational theory and practice, (2) facilitating collaborative learning across diverse contexts, and (3) encouraging experimentation with teaching practices in safe settings. Central to these three findings was the value of reflection on 'the why' behind teaching practices. Additionally, certain enabling conditions, such as a safe culture, were deemed essential for effectively implementing these principles.

Conclusion: Our research shows that under certain conditions, faculty development initiatives could promote adaptive expertise by bridging theory and practice, fostering diverse collaborations, and encouraging safe experimentation, all grounded in a focus on understanding 'the why' behind teaching practices.

Purpose: This study investigates whether ChatGPT can generate clinically accurate and pedagogically valuable maps for clinical reasoning (CR) training. The aim is to assess its potential as a tool for supporting the creation of high-quality educational resources for CR training.

Materials and methods: We selected 10 diverse virtual patients (VPs) from the European iCoViP project. For each case, CR concept maps were generated by a custom ChatGPT model and compared to expert-created maps available in the CASUS VP system. The comparison encompassed structural metrics (number of concepts, connections, and graph density), clinical content quality (clinical expert evaluation of concept and connection validity), and pedagogical utility (medical educator assessment of clarity, abstraction, and progression). Statistical analysis included Student's t-tests and interrater reliability using weighted Cohen's kappa.

Results: ChatGPT-generated maps contained significantly more concepts and connections than expert maps, indicating higher structural complexity (p < 0.001), though graph density did not differ significantly. Clinician evaluations showed comparable clinical content quality across both groups, with no statistically significant differences in concept or connection ratings. The educational review revealed that while ChatGPT maps offered comprehensive information, they lacked abstraction, prioritization, and contextual alignment, occasionally exceeding the optimal cognitive load for learners.

Conclusions: ChatGPT can reliably generate concept maps that match expert-level clinical accuracy. However, limitations in educational clarity and usability underscore the need for expert refinement. With appropriate oversight, large language models (LLMs) such as ChatGPT can support efficient development of learning resources for CR education.

Research interviews are widely used in qualitative health professions education (HPE) research. However, producing rich interview data that address a researcher's aims is no easy feat. Based on methodological guidance from multiple disciplines and our own experience as qualitative researchers, educators, and mentors in HPE, this AMEE guide discusses the purpose of and approach to qualitative research interviews and provides comprehensive guidance for designing, preparing for, conducting, and documenting on qualitative research interviews. The guide includes practical tips that illustrate different purposes of and approaches to interviewing, drawing on and contrasting examples from published studies within in two methodologies - narrative inquiry and constructivist grounded theory.

Purpose: As equity, diversity, inclusion, and anti-oppression education gains prominence in health professions education (HPE), faculty development programs are increasingly tasked with addressing systemic inequities and fostering transformative change. Little is known about the principles that guide the development of anti-oppressive faculty development programs, the decisions involved in their creation, or the challenges they face during implementation and sustainability.

Materials and methods: This study examines five anti-oppression focused faculty development programs in North America to explore how they navigated tensions between institutional priorities, cultural change, and pedagogical practices. Using an interpretive multi-case study methodology, we analyzed program structures, participant experiences, and contextual factors to uncover common goals of these programs and tensions that they commonly experienced. We conducted the study from 2022 to 2024.

Results: Programs shared three overarching goals: shifting culture through faculty development, challenging oppressive structures, and encouraging open dialogue. However, each goal revealed distinct tensions. Shifting culture required balancing discomfort as a growth mechanism with the need for psychological safety and engaging resistant participants while retaining those already invested. Challenging oppressive structures exposed conflicts between institutional priorities and programmatic integrity, reliance on marginalized facilitators, and the constraints of operating within oppressive systems. Encouraging open dialogue involved addressing hierarchical norms, ensuring psychological safety, and sustaining relational learning within time and resource limitations.

Conclusions: Our findings illuminate the complexities of operationalizing anti-oppressive principles in HPE. We argue that programs must ground their work in shared values, anticipate institutional pressures, and navigate competing demands with intentionality. These insights offer actionable strategies for educators and program developers seeking to foster meaningful, sustainable change in anti-oppressive faculty development.

Introduction: Peer simulation is a method of simulation-based education (SBE) whereby students are educated to portray patient roles for peers. This potentially delivers accessible, high-impact, low-cost SBE that could be utilised in lower resourced settings. However, the most effective method of educating students to portray patient roles is currently not known. This study aimed to determine if the method of education for patient portrayal impacts portrayal accuracy, empathy development, and academic performance. Students' perspectives of education approaches were explored.

Methods: A semester-long mixed-methods study evaluated two education approaches for patient portrayal during peer simulation. The intervention approach was based on evidence for training simulated patients (SP) for patient portrayal. The control approach reflected unstructured preparation or 'role-play.' Patient portrayal accuracy, empathy, and academic grades were measured. Focus groups explored students' perceptions of education approaches. Group differences were examined using one-way analysis of covariance, and linear regression models identified factors associated with academic grades. An interpretivist approach was adopted for focus group analysis.

Results: Fifty-seven third-year, undergraduate physiotherapy students were randomised into two groups. Following education, there were no significant differences between groups on portrayal accuracy, empathy or grades. Blinded, observer-rated accuracy of patient portrayal was significantly associated with overall subject (β = 0.3; 95% CI: 0.1, 0.3) and practical skill (β = 0.4; 95% CI: 0.2, 0.7) grades. Qualitative findings suggested preparing for, and committing to, accurate patient portrayal was important for student learning. Scaffolded education including tutor guidance, feedback, and videos was considered important for learning patient roles.

Discussion: Immersion in accurate patient portrayal is supported by multi-modal, scaffolded education. Whilst both education approaches had similar efficacy, delivery of structured, tutor-guided education for patient portrayal was valued by students. Similar to SP methodology, educators should provide videos, tutor-led group rehearsal, and feedback to guide performance, encourage patient portrayal accuracy, and promote role immersion.

Health professions educators face increasing demands to create evidence-based and student-centered content under time constraints, siloed environments, and fragmented workflows. We introduce a three-dimensional framework with integrated curation processes using an AI-powered note-based assistant for content creation, refinement, and collaboration. We used Google NotebookLM, which supports multi-format input to generate output, interactive chat, and visual and audio summaries. Our model includes faculty-driven content creation, repurposing the output through other tools, and collaborative use among faculty, among students, and between faculty and students, illustrated through examples. NotebookLM was found to be accessible, efficient, and pedagogically flexible. Future steps include formal evaluation of its implementation, development of training resources, and continued integration into this framework with subsequent feature updates. This approach demonstrates the potential of using AI as a thinking partner in health professions education.