Medical Education最新文献

{"title":"Enhancing diversity in medical education: Bridging gaps and building inclusive curricula","authors":"Aimee Marie Charnell, Caitriona A. Dennis","doi":"10.1111/medu.15619","DOIUrl":"10.1111/medu.15619","url":null,"abstract":"<p>In this issue of Medical Education, Malik et al. offer a report on general practitioner (GP) tutors' efforts to recruit diverse volunteer patients for medical student placements.<span><sup>1</sup></span> Their observations, which highlight time and resource constraints and the prioritisation of clinical symptoms to fulfil curriculum requirements, provide insights into the challenges of developing curricula and educational practices embodying equity, diversity and inclusion. This commentary explores how clinician and patient diversity influences current undergraduate teaching environments. Diversity impacts student learning experiences, and as such, there needs to be a consistent approach facilitated through staff training and stakeholder collaboration.</p><p>The evolution of equity, diversity and inclusivity in medical education is dynamic and ongoing. Medical education has made significant progress in expanding access to women, racial minorities and individuals from lower socio-economic backgrounds, fostering greater inclusivity and diversity. Frameworks, such as those from the Medical Schools Council, may support medical schools in creating increasingly inclusive environments, considering elements of diversity listed in the 2010 Equality Act.<span><sup>2, 3</sup></span></p><p>Medical schools' efforts and support in educating students from diverse backgrounds ensure that graduating doctors increasingly reflect the diversity of the patients they serve. This diversity positively impacts healthcare provision because it is well-established that diverse doctors lead to benefits such as better quality care and patient satisfaction.<span><sup>4, 5</sup></span></p><p>However, despite the increasing diversification of doctors, achieving adequate patient diversity in educational patient cases remains challenging. In any population, patients vary in sex, gender, sexuality, race, religion, weight, disability, occupation, education and wealth. Nevertheless, the diversity of clinical-case teaching does not always reflect the variation of patients seen within clinical practice.<span><sup>6</sup></span></p><p>Although understanding the specific needs of diverse patient groups is vital, there is no common conceptual understanding of diversity within medical curricula, and teaching is often variable in content and depth.<span><sup>7</sup></span> This lack of common understanding hinders the development of inclusive learning environments for students in medical schools and higher education institutions. Although policies and strategies promote inclusive practices, students still experience inconsistencies.<span><sup>8, 9</sup></span></p><p>As a case in point, consider the divergence between medical students often beginning to learn about anatomy, physiology and pharmacology by considering an ‘average’ 70-kg man and an exercise a lecturer asked us to perform. In this lesson, he asked us to stand up. He then asked the females to sit, followed by males under 50 kg","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"460-462"},"PeriodicalIF":4.9,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring pre-clinical medical students' perception of and participation in active learning: A mixed-methods transnational study","authors":"Wendy Heng,&nbsp;Mei Hui Ho,&nbsp;Xiu Hui Mah,&nbsp;Jun Jie Lim,&nbsp;Nabilah Huda Binti Ahmad Syamsury,&nbsp;Emma Haagensen,&nbsp;Edmund Liang Chai Ong,&nbsp;Paul Hubbard","doi":"10.1111/medu.15611","DOIUrl":"10.1111/medu.15611","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Active learning is a learning process that promotes student engagement in constructing knowledge and conceptual understanding, improves critical thinking skills and develops professional competency. In recent years there has been a significant shift of emphasis in higher education from passive teacher-centred didactic teaching to active student-led learning. Although there is abundant literature about active learning, there is a gap in the knowledge of students' perception regarding factors that affect engagement in active learning activities. This project aimed to explore pre-clinical year medical students' perception of active learning and examine the factors that affect their participation in active learning activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed-method study was conducted with pre-clinical medical students at Newcastle University Medical School, UK, and Newcastle University Medicine Malaysia. A total of 266 students participated in an online survey questionnaire, with 25 students participating in focus group discussions (FGD). Quantitative data were analysed using descriptive analysis and qualitative data was analysed with thematic analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The majority of students (94.7%) recognised that active learning is important for their learning, but had a narrow definition of what active learning constituted, and familiarity with active learning techniques was lacking. Many students' independent learning techniques were centred around methods of ‘active recall’, with factors affecting the utilisation of active learning techniques mainly focused on time availability, group dynamics in active teaching sessions and teaching styles of educators.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Students acknowledged the importance of active learning but are generally unfamiliar with ways to effectively utilise a broad range of active learning strategies. This study demonstrated that it is important for educators to understand firstly how students define active learning as well as how students interact with active learning taught sessions, to ensure that they create an environment where students feel confident to engage in active learning techniques.</p>\u0000 </section>\u0000 </div>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 6","pages":"615-629"},"PeriodicalIF":4.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Untapped opportunities: Leveraging the entire health care team in workplace learning","authors":"Lara Teheux,&nbsp;Janiëlle A. E. M. van der Velden","doi":"10.1111/medu.15618","DOIUrl":"10.1111/medu.15618","url":null,"abstract":"&lt;p&gt;In this issue of &lt;i&gt;Medical Education&lt;/i&gt;, Miller et al. review interprofessional interactions in medical training and highlight potential gaps in learning between different professions that arise due to professional hierarchy, siloed training structure and role boundaries.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; These barriers, however, also occur in learning between individuals from different specialties within the same profession, as is perfectly illustrated by this quote from a medical trainee reflecting on learning and collaborating with physicians from different specialties: ‘I think they don't always realize where our expertise lies, and vice versa … and that's, I believe, also simply a matter of ignorance on both sides. So, you only later realize: “wait, but this is why they think what they think, and why we think what we think”.’&lt;span&gt;&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; In other words, ‘the physician’ is not a singular, uniform entity.&lt;/p&gt;&lt;p&gt;Intraprofessional collaboration between physicians of different specialties, in fact, presents an untapped opportunity for learning and has its own unique challenges and opportunities that physicians must learn to navigate to collaborate effectively.&lt;span&gt;&lt;sup&gt;3&lt;/sup&gt;&lt;/span&gt; By juxtaposing inter- and intraprofessional interactions, we can gain valuable insights into how to prepare trainees for collaborative patient care. Like interprofessional interactions, intraprofessional interactions tend to be frequent, brief, informal and implicit, with no predefined educational goals.&lt;span&gt;&lt;sup&gt;2, 3&lt;/sup&gt;&lt;/span&gt; Furthermore, they also hold great potential to develop trainees' medical skills, collaboration and professional identity formation.&lt;span&gt;&lt;sup&gt;2, 3&lt;/sup&gt;&lt;/span&gt; In this commentary, we attempt to shine additional light on workplace learning by further juxtaposing inter- and intraprofessional experiences through the lens of the individual, social and situated dimensions discussed by Miller et al. and others.&lt;span&gt;&lt;sup&gt;1, 4&lt;/sup&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;Along the individual dimension, Miller et al. discuss how ‘credibility judgements’ influence how trainees recognize and receive feedback from other professions.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; Although one might expect that trainees would always recognize intraprofessional feedback as valuable, given that they share the same profession with the feedback provider, medical trainees often perceive physicians from other specialties as too distinct, leading to less interest in learning from them.&lt;span&gt;&lt;sup&gt;2, 5&lt;/sup&gt;&lt;/span&gt; In fact, medical specialists tend to view their specialty's approach to patient care as superior to that of other specialties, which hinders perspective taking and learning.&lt;span&gt;&lt;sup&gt;5&lt;/sup&gt;&lt;/span&gt; These perceptions are heavily influenced by intraprofessional stereotypes deeply ingrained in the practice of physicians.&lt;span&gt;&lt;sup&gt;2, 5&lt;/sup&gt;&lt;/span&gt; Here, it is noteworthy that Miller et al. report medical trainees may view other professions as ‘safe’ learning resources because they are not ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"457-459"},"PeriodicalIF":4.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the classroom: The transformative experience of short rural immersion programs for health professional students: A narrative review.","authors":"Anett Nyaradi, Terena Solomons, Keith McNaught","doi":"10.1111/medu.15612","DOIUrl":"https://doi.org/10.1111/medu.15612","url":null,"abstract":"<p><strong>Background: </strong>Rural areas house nearly half the global population yet face a significant shortage of skilled health professionals, exacerbating health inequities. Short-term rural immersion programs offer a cost-effective approach to exposing health professional students to the unique challenges of rural healthcare. Transformative learning theory is well suited to examining how these programs foster critical reflection and perspective shifts in students.</p><p><strong>Objectives: </strong>To explore the potentially transformative impact of short-term (<6 weeks) rural immersion programs on health professional students through the lens of transformative learning theory.</p><p><strong>Methods: </strong>This review synthesised findings from various studies on the impact of rural immersion programs. Comprehensive searches were conducted across multiple databases, identifying 17 studies published between 2001 and 2024. Data extraction and thematic synthesis were guided by Mezirow's transformative learning framework, identifying key patterns and insights through an iterative process.</p><p><strong>Results: </strong>Rural immersion programs deepen students' understanding of the unique health needs of rural and remote communities. These experiences promote personal and professional growth, enhance critical thinking, problem-solving abilities, cultural competence and social accountability and foster a commitment to serving underserved populations. The collaborative role of the community, student cohort and academic staff in facilitating transformative learning is emphasised.</p><p><strong>Conclusion: </strong>Short-term rural immersion programs offer invaluable and transformative educational opportunities that extend beyond traditional learning environments.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143123204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"March in this issue","authors":"","doi":"10.1111/medu.15608","DOIUrl":"10.1111/medu.15608","url":null,"abstract":"&lt;p&gt;Making entrustment decisions are important actions in medical training that pose risks to trainees and patients if not done well. The authors conducted a realist inquiry to better understand how such decisions are carried out by committees through meeting observations and committee member interviews. Building from a previous model that found entrustment decisions are often not deliberate, the authors found that competence committees often focus deliberately on resident development, just not on resident entrustment. They further found that committees consider bias, equity and fairness with intentionality that ranges from being reactive to being proactive.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Schumacher, D&lt;/span&gt;, &lt;span&gt;Martini, A&lt;/span&gt;, &lt;span&gt;Michelson, C&lt;/span&gt;, &lt;span&gt;Turner, D&lt;/span&gt;, &lt;span&gt;Winn, A&lt;/span&gt;, &lt;span&gt;Kinnear, B&lt;/span&gt;. &lt;span&gt;A realist evaluation of prospective entrustment decisions in pediatric residency clinical competency committees&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15530.&lt;/p&gt;&lt;p&gt;Expectations can affect how students interpret and make sense of the support they receive from their medical school. This qualitative study highlights that students expect a strong support system to be provided by the medical school. When these expectations are unmet, students often disengage from formal support systems and instead create their own peer-support networks. A deeper understanding of student expectations can inform the design and development of support systems to more effectively meet student needs.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Tan, E&lt;/span&gt;, &lt;span&gt;Driessen, E&lt;/span&gt;, &lt;span&gt;Frambach, J&lt;/span&gt;, &lt;span&gt;Cleland, J&lt;/span&gt;, &lt;span&gt;Kearney, GP&lt;/span&gt;. &lt;span&gt;How do medical students' expectations shape their experiences of wellbeing programmes?&lt;/span&gt; &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15543.&lt;/p&gt;&lt;p&gt;Imposter phenomenon (IP) is prevalent across medical professionals, students and trainees. However, the sources of imposter feelings have yet to be explored in medical students. Analysing 233 reflective essays from two institutions, researchers identified imposter feelings in 52% of the essays and generated three themes to describe sources of imposter feelings: self-comparison to idealized images of medical students, self-comparison to physicians and concerns about self-presentation. The findings underscore the need for open dialogue and reflective practices during professional identity formation in medicine.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Kruskie, ME&lt;/span&gt;, &lt;span&gt;Frankel, R&lt;/span&gt;, &lt;span&gt;Isaacson, J&lt;/span&gt;, &lt;span&gt;Mehta, N&lt;/span&gt;, &lt;span&gt;Byram, J&lt;/span&gt;. &lt;span&gt;Investigating feelings of Imposterism in first-year medical student narratives&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt;. &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;3&lt;/span&gt;): &lt;span&gt;xx&lt;/span&gt;-&lt;span&gt;xx&lt;/span&gt;. 10.1111/medu.15533.&lt;/p&gt;&lt;p&gt;Social connectio","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 3","pages":"257"},"PeriodicalIF":4.9,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143080546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tolerance for uncertainty and medical students' specialty choices: A myth revisited.","authors":"Odette Wegwarth, Moritz Pfoch, Claudia Spies, Martin Möckel, Stefan J Schaller, Markus Wehler, Helge Giese","doi":"10.1111/medu.15610","DOIUrl":"https://doi.org/10.1111/medu.15610","url":null,"abstract":"<p><strong>Background: </strong>In 1962, the idea emerged that medical students' tolerance of uncertainty could determine their specialty choice. While some studies supported this claim, others refuted it, often using independently developed instruments. We explored whether the reported link between specialty choice and uncertainty tolerance is more myth than evidence by employing established instruments to investigate whether specialty choice could be explained by variance in uncertainty tolerance.</p><p><strong>Method: </strong>We conducted a cross-sectional online survey at two periods of time. From February to June 2023, we queried 563 final-year medical students from 34 German medical universities (1) on their uncertainty tolerance using three validated tools (the modified tolerance for ambiguity scale, the physicians' reaction to uncertainty scale and the uncertainty intolerance scenario method) and (2) on their intended specialty choice. In a follow-up 1 year later (May to June 2024), 263 of those medical students responded to our query on their final specialty choice and again on their uncertainty tolerance.</p><p><strong>Results: </strong>Participants' (N = 563) median age was 26.0 years (mean: 27.2; SD = 3.8), and 70% (n = 396) were female. Originally reported differences and rank orders in uncertainty tolerance among medical students with different intended specialty choices could not be replicated for any of the three scales. Instead, our results suggest different rank orders of uncertainty tolerance by different tools, as well as nonsignificant differences between intended medical specialties. Intercorrelation coefficient analyses demonstrated that, depending on the scale, only 0.3% to 1.5% of the variance in uncertainty tolerance could be attributed to specialty choice. Follow-up data using actual instead of intended medical choices left findings unchanged.</p><p><strong>Discussion: </strong>Our findings suggest that the presumed link between uncertainty tolerance and specialty choice is more myth than evidence. Instead of teaching this link or using it as an admissions criterion, medical schools should equip students with the skills needed to navigate uncertainty across their careers.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143033439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring how structural forms of power shape the training of intraprofessional collaboration between family physicians and specialty physicians in outpatient workplace settings.","authors":"René Wong, Cynthia R Whitehead","doi":"10.1111/medu.15607","DOIUrl":"https://doi.org/10.1111/medu.15607","url":null,"abstract":"<p><strong>Introduction: </strong>Intraprofessional collaboration between family physicians (FPs) and specialist physicians (SPs) is posited to improve patient outcomes but is hindered by power dynamics. Research informing intraprofessional training on hospital wards often conceptualizes power at an interactional level. However, less is known about how social structures make these power dynamics possible. This study explores how structural forms of power shape how FP and SP supervisors engage with and teach intraprofessional collaboration in outpatient settings and to what effect.</p><p><strong>Methods: </strong>Using diabetes as a case study of intraprofessional collaboration, we conducted a discourse analysis of formal documents (written to guide how collaboration should be practiced) and interview transcripts with 15 FP and SP supervisors. Informed by governmentality and the sociology of professions, we analysed how discourses governing diabetes care shape FPs' and SPs' clinical and teaching behaviours, implications for jurisdictional boundaries and the nature of their collaborative relationships.</p><p><strong>Results: </strong>Discourses of evidence-based medicine construct a hierarchical social structure in medicine that permeates how physicians engage with and teach intraprofessional collaboration. FPs and SPs enact and teach these hierarchical roles when collaborating in the referral-consultation process in ways that establish and reinforce jurisdictional boundaries. The interactions at the intersection of these boundaries foster a form of collaboration characterized by SPs surveilling and regulating FPs' practices.</p><p><strong>Discussion: </strong>As currently constructed, intraprofessional collaboration in outpatient settings may be practiced and taught in ways that reinforce asymmetric power dynamics between FPs and SPs. Without awareness of this unintentional effect, educational attempts to advance this constructed notion of collaboration may ironically impede the achievement of collaborative ideals. Outlining the processes by which structural power permeates FPs' and SPs' collaborative behaviours opens space for educators to acknowledge and mitigate the effects of social structures on intraprofessional training in other clinical and educational contexts.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143008201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can we be too gritty?","authors":"Marlena Calo,&nbsp;Belinda Judd,&nbsp;Casey L. Peiris","doi":"10.1111/medu.15594","DOIUrl":"10.1111/medu.15594","url":null,"abstract":"<p>Grit is generally celebrated as a trait largely admired in health care and education, but is there a point where grit stops being beneficial?</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"453-456"},"PeriodicalIF":4.9,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142983936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"February in this issue","authors":"Sarah Tatum George","doi":"10.1111/medu.15600","DOIUrl":"10.1111/medu.15600","url":null,"abstract":"&lt;p&gt;Patients are expected to be actively engaged as partners in education. However, little is known about what these partnerships mean and how they can be achieved in practice. This qualitative case study explored patients', educators' and students' perceptions of patient partnerships in health care education. Participants felt that true partnerships were about valuing patients for their contributions, irrespective of the extent of their involvement. This contrasts established conceptualisations of patient partnerships as requiring equality and as only being achievable at the highest levels of involvement. A model for achieving patient partnerships in educational practice is proposed.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Bennett-Weston, A&lt;/span&gt;, &lt;span&gt;Gay, S&lt;/span&gt;, &lt;span&gt;Anderson, E&lt;/span&gt;. &lt;span&gt;Reflecting on the spectrum of involvement: how do we involve patients as partners in education?&lt;/span&gt; &lt;i&gt;Med Educ&lt;/i&gt; &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;2&lt;/span&gt;): &lt;span&gt;198&lt;/span&gt;-&lt;span&gt;209&lt;/span&gt;. 10.1111/medu.15484.&lt;/p&gt;&lt;p&gt;Little is known about how primary care professionals cultivate a positive attitude to caring for patients in complex and challenging social situations. Qualitative analysis undertaken in this study of that issue identified two themes about their passion: (i) the joy derived from interacting with patients and (ii) the joy derived from professional growth or development. Despite the inherent challenges, professionals demonstrated vibrancy and pleasure in their interactions with patients and their professional development. Several factors about developing, maintaining and spreading a positive attitude were also identified. These findings may contribute to a reduction in the disparity of distribution of primary care by highlighting ways in which interest in primary care can be raised.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Mizumoto, J&lt;/span&gt;, &lt;span&gt;Fujikawa, H&lt;/span&gt;, &lt;span&gt;Mitsuyama, T&lt;/span&gt;, &lt;span&gt;Izumiya, M&lt;/span&gt;, &lt;span&gt;Eto, M&lt;/span&gt;. &lt;span&gt;Positive perspectives of primary care professionals toward patients in complex and challenging social situations in Japan: an educational opportunity&lt;/span&gt;. &lt;i&gt;Med Educ&lt;/i&gt; &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;2&lt;/span&gt;): &lt;span&gt;188&lt;/span&gt;-&lt;span&gt;197&lt;/span&gt;. 10.1111/medu.15488.&lt;/p&gt;&lt;p&gt;Effective medical training hinges on well-timed and structured rituals that transition students from academia to clinical practice. This study explores how these rituals shape professional identity in medical trainees. Key findings suggest that a successful training program includes sequential rituals in the transition period, with clear start and end points, senior supervision and opportunities for reflection and practice. The research emphasizes that such rituals are crucial for fostering consistent professional identities and advancing medical careers.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Hong, J-H&lt;/span&gt;, &lt;span&gt;Chu, C-L&lt;/span&gt;, &lt;span&gt;Tsai, D F-C&lt;/span&gt;, &lt;span&gt;Liao, E-C&lt;/span&gt;, &lt;span&gt;Yeh, H-M&lt;/span&gt;. &lt;span&gt;Impact of limin","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 2","pages":"135"},"PeriodicalIF":4.9,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MEDU Annual Reviewer List","authors":"","doi":"10.1111/medu.15596","DOIUrl":"https://doi.org/10.1111/medu.15596","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 2","pages":"247-252"},"PeriodicalIF":4.9,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}