April in this issue

While there has been a strong push for institutions and researchers to abandon the ‘student deficit model’ in examining differential attainment, the training experiences of Black, Asian, and Minority Ethnic (BAME) medical students remain largely underexplored. Using a sequential explanatory mixed-methods approach, this is the first national study to explore how multiple dimensions of the medical school environment affect the academic performance of BAME undergraduate students in the UK. This study's findings not only offer suggestions to develop more inclusive learning environments but also highlight the importance of fostering a true sense of belonging amongst these students.

Morrison, N, Machado, M, Blackburn, C. Bridging the gap: understanding the barriers and facilitators to performance for Black, Asian and Minority Ethnic medical students in the United Kingdom. Med Educ. 2024; 58(4): 443-456. doi:10.1111/medu.15246

In a regional area of Australia, this study explores medical students' prosocial behaviour following two major flooding incidents in 2022 and the mental health impacts of the events. Students displayed high levels of prosocial behaviour and a strong willingness to volunteer, driven by moral obligation. Yet, barriers like physical and psychological safety concerns and training disruptions limited continued volunteering. The students reported enduring stress, anxiety, and trauma during and after the flooding events. This study offers crucial insights into fostering prosocial behaviour among medical students during disasters, emphasizing the importance of addressing obstacles to support their involvement in such situations.

Bailie, J, Cockrell, K, Matthews, V, Scott, KM, Ahern, C, Bailie, R. Volunteering as prosocial behaviour by medical students following a flooding disaster and impacts on their mental health: a mixed methods study. Med Educ. 2024; 58(4): 430-442. doi:10.1111/medu.15199

Simulation-based education (SBE) is crucial to prepare healthcare professionals prior to their clinical practice. This study describes and analyzes how nursing students learn through simulation using a theory-based socio-material approach and explores the transfer of their knowledge and skills from simulation to clinical practice. 27 final-year nursing students participated in two simulated scenarios, followed by focus groups to capture their reflections and learning. Results highlight how SBE can be expanded using a socio-material approach to prepare students to learn beyond standardized methods by leaving room for emergent learning and increased awareness.

Hui, A, Chan, EA, Chung, B, Chang, K, Rafferty, AM. Students' learning in theory-based simulation: a socio-material study. Med Educ. 2024; 58(4): 405-414. doi:10.1111/medu.15201

This paper advocates for incorporating Indigenous research paradigms into health professional Person-centered care, which is collaborative and compassionate, and is associated with better patient outcomes. But how do we select individuals able to deliver this consistently? How do we develop and maintain the required interpersonal skills in physicians? Cutting through the conceptual confusion that often accompanies discussions of ‘non-academic qualities’ a novel evidence-based model is presented. This describes the ‘elementary particles’ of emotional intelligence (EI) required for person-centered care delivery. The model implies medical selection should screen out those with low levels of the relevant qualities less amenable to training. Conversely, education should focus on the more trainable required components of EI.

Tiffin, P, Roberts, RD. The cross-cutting edge: medical selection and education viewed through the lens of emotional intelligence. Med Educ. 2024; 58(4): 382-391. doi:10.1111/medu.15244