November in this issue

This interview study of medical students, residents and fellows probes the language they use to talk about the—sometimes invisible, but still powerful—‘everyday’ ways they resist oppression and make change. These trainees narrate their resistance work as an almost physical pushing back against racism, sexism and homophobia; an embodied standing up to the status quo; and a verbal and cognitive bringing of these inequities to light for those being harmed. This study provides a window into the vital work of trainees; if you can see this work for what it is, you can step up and join it.

Konopasky, A, Ma, T, Wyatt, T. Pushing, standing, and bringing to light: how medical trainees conceptualize professional resistance. Med Educ. 2024; 58(11): 1343-1349. 10.1111/medu.15400.

Translating HPER findings through the emotive and embodied nature of a verbatim theatre performance creates alternative learning spaces for rich and valuable insights that aligns with transformative pedagogy. The authors describe the experiential process of bringing an interdisciplinary team together to craft a verbatim theatre script from a qualitative data set on professionalism and sociocultural factors in health professions education (HPE). They share research and pedagogical insights, including key opportunities and challenges they encountered in translating HPER to support transformative pedagogy and practice in HPE.

Brand, G, Peters, S, Dart, J. Verbatim theatre as a creative approach to health professions education research translation. Med Educ. 2024; 58(11): 1296-1303. 10.1111/medu.15449.

Since the release of ChatGPT, the advent of large language models has become an inexorable part of our society, fundamentally changing how we interact with technology, access information and approach education. This review critically analyses the implications of large language models in medical education, considering the benefits and limitations of ethical and practical implementation. Studies highlight LLMs theoretical potential and offer quantitative analyses, emphasising its value as a tool but not as a substitute for human expertise.

Robinson, JR, Lucas, HC, Upperman, JS. A systematic review of large language models and their implications in medical education. Med Educ. 2024; 58(11): 1276-1285. 10.1111/medu.15402.

To be silenced, disbelieved or not taken seriously as a knower is both a deep source of distress and a form of dehumanisation. In this article, the authors unpack the philosophical concept of epistemic injustice and delineate its intended (and unintended) meaning. Using a worked example from their research on introversion and academic underperformance, they illustrate what it looks and feels like to experience this type of epistemic harm. Thinking with epistemic injustice in mind can help medical educators reframe complex and pervasive issues within this field.

Luong, V, Ajjawi, R, Burm, S, Olson, R, MacLeod, A. Unraveling epistemic injustice in medical education: the case of the underperforming learner. Med Educ. 2024; 58(11): 1286-1295. 10.1111/medu.15410.