October in this issue

Abstract

How should medical teachers allocate their limited time when introducing new clinical skills? This randomised controlled study used dual eye-tracking technology to compare extended modelling (where teachers demonstrate and explain) with extended coaching (where students practice with guidance). Students who received more hands-on coaching outperformed those who primarily observed demonstrations, showing 12% better dynamic image interpretation and 7% faster examination completion in emergency sonography. Interestingly, joint visual attention between teacher and student predicted learning success regardless of teaching approach. These findings suggest medical educators should prioritise supervised hands-on practice over extended demonstrations when introducing procedural skills to novices.

Darici, D, Ohlenburg, H, Jürgensen, L, et al. Should medical teachers spend more time modelling or coaching students? A dual eye-tracking and randomised controlled study on peer instruction in sonography. Med Educ. 2025; 59(10): 1105–1116. doi:10.1111/medu.15725

Although uncertainty tolerance (UT) is increasingly included in postgraduate medical training frameworks, little research explores the uncertain experiences of newly qualified doctors as they transition to practice. Through a qualitative interview study with new Australian doctors, Dineen et al. report on the numerous sources of uncertainty this group experiences, how they respond to uncertainty and factors influencing these experiences. Although interns described clinical uncertainty, dominant uncertainties included potentially reducible uncertainties related to novel work environments and role boundaries. Drawing on transformative learning theory, the study highlights how critical reflection and supervisor feedback can support interns' UT development.

Dineen, M, Lazarus, M, Stephens, G. Uncertainty experienced by newly qualified doctors during the transition to internship. Med Educ. 2025; 59(10): 1079–1093. doi:10.1111/medu.15692

What impact does artificial intelligence (AI) have on gender equity? A range of evidence suggests substantial challenges—indeed, AI may be exacerbating inequities. But AI is a form of knowledge production, and health professional programmes therefore have a role to play—by teaching how to navigate AI-mediated knowledge and practice. In this paper, feminist theory is brought together with empirical evidence to lay out a case for how AI is impacting healthcare practices and how educational programmes must go beyond teaching about bias. In doing so, the authors detail how programmes can respond to AI's influence on gender equity by providing clinically relevant experiences where students can learn to doubt, care and interrogate gender roles.

Bearman, M, Ajjawi, R. Why AI and gender equity should be taught together in health professional curricula. Med Educ. 2025; 59(10): 1049–1057. doi:10.1111/medu.15657

During the COVID-19 pandemic in the United Kingdom, final year medical students were rapidly graduated to take on novel roles as newly qualified doctors. In this population, low levels of tolerance of ambiguity at the point of starting these roles are shown to be associated with reduced psychological wellbeing whilst working in these roles and, also, as doctors move into established early career roles thereafter. Being older, being female and working in the same location as your medical school appeared to strengthen this relationship. This study emphasises the importance of supporting all graduating doctors to navigate clinical ambiguity.

Hancock, J, Obioha, U, Burford, B et al Tolerance of ambiguity and psychological wellbeing in newly qualified doctors: an analysis over multiple time points. Med Educ. 2025; 59(10): 1094–1104. doi:10.1111/medu.15743