Medical Education is a global peer-reviewed journal in health care professionals' education. Its papers advance understanding of educationally relevant issues.
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When structure mattered more than authorship: AI-generated exam questions matched faculty-written ones on quality and student performance, suggesting shared design standards, not who writes the item, may drive assessment consistency.
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doi.org/10.1111/medu.70197
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AI-ready doctors need more than technical skills - they also need ethical judgement, critical thinking, and accountability. Ethics education must evolve with AI.
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doi.org/10.1111/medu.70195
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Acknowledging, expressing, regulating and making sense of emotions is crucial to seize vulnerability experiences as opportunities for transformative learning.
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doi.org/10.1111/medu.70135
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Ever wonder how faculty assess interdependence? Find out how faculty conceptualise residents interdependent performance and how these assessments are related to Milestone and EPA assessments. @StefSebok
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doi.org/10.1111/medu.70225
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Interacting with members of other professions can provide medical students a mirror reflecting their current identity and a prism helping them see their future as physicians differently. @KelseyMillerMD
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doi.org/10.1111/medu.70180
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New paper by @antonyzacharias and colleagues exploring how role models are experienced by medical students who identify as sexual and/or gender minority with other intersecting minority identities.
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doi.org/10.1111/medu.70185
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Is all reflection equal? Find out how reflective practice and self-reflection support medical students' professional identity formation.
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doi.org/10.1111/medu.70176
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Mixed-methods research is growing in medical education, but growth hasn't meant better quality. A review of 1,070 studies found gaps in integration, rigor & theoretical grounding highlighting the need for thoughtful, transparent MMR.
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doi.org/10.1111/medu.70177
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Simulated Participants (SPs) are not just tools, they're skilled professionals shaping health professions education. Our article invites critical reflection on how we speak about and engage with SPs.
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doi.org/10.1111/medu.70200
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"Productive struggle" isn't hard work for its own sake. Authors unpack it as a precise pedagogical stance, distinct from unproductive struggle or shielding students, built on calibrated challenge, scaffolding and psychological safety.
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doi.org/10.1111/medu.70171
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As knowledge becomes easier to access, faculty become even more essential as coaches, mentors, and guides who cultivate judgement, professionalism, and ethical practice. The future of medical education is more human, not less.
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doi.org/10.1111/medu.70220
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What does ready for practice mean? The goal of competency-based education is entrusted autonomy. Readiness for unsupervised practice reflects growing professional judgement, accountability, and the ability to thrive in a team.
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doi.org/10.1111/medu.70244
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Refracting identity: Integrating scaffolding of identity across the continuum highlights the importance of integrating the roles of physicians and other health professionals.
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doi.org/10.1111/medu.70271
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Belonging is everyone's responsibility. Instead of asking why marginalized students feel like imposters, ask how our institutions make them feel like intruders. Change the system, not the people.
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doi.org/10.1111/medu.70256
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What happens when nurses teach first-year medical students?
Integrating nursing faculty as preceptors in a clinical interviewing course enhanced foundational bedside skills while building early, mutual interprofessional respect.
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doi.org/10.1111/medu.70187
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Can photography foster critical allyship in medical education? Using photographs as reflective prompts helped students examine Indigenous climate realities, challenge personal biases & recognise structural drivers of health inequity.
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doi.org/10.1111/medu.70172
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Can movement workshops improve clinical practice? Integrating dance and movement exercises helps medical students develop kinaesthetic awareness, sharpening non-verbal communication, empathy and teamwork.
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doi.org/10.1111/medu.70169
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How do we prepare students for fragmented clinical teamwork? This 'Really Good Stuff' article shares an asynchronous online activity simulating the real-world barriers of interprofessional collaboration.
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doi.org/10.1111/medu.70175
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How do we prepare doctors for the steep learning curve of niche specialties like ENT? This article shares lessons learned from using the ADDIE model to design a blended learning programme that boosts on-call confidence & proficiency.
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doi.org/10.1111/medu.70174
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How can we prepare medical students for the emotional toll of patient death? Inspired by Star Trek’s ‘Kobayashi Maru’, this innovative 'doomed-to-fail' simulation helps learners confront medical futility & rehearse coping strategies.
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doi.org/10.1111/medu.70161
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