July In This Issue

This study illuminates teaching methods that support the development of bodily knowledge through digital technology in physical examination. The findings offer a more complex understanding of the relationship between touch and digital tools in teaching physical exams, moving beyond the simple contrast between the two. It builds on existing research into physical examination teaching methods and responds to the need to further explore body pedagogics within health professions education. The analysis presents a framework that encourages clearer, theory-based approaches at the intersection of embodiment and digital technology, potentially helping clinical educators gain a deeper insight into body pedagogics and embodied teaching practices.

Lees, J, Risør, T, Sweet, L, Bearman, M. Integrating digital technologies into teaching embodied knowledge in the context of physical examination. Med Educ. 2024; 59(7): 719-728. doi: 10.1111/medu.15599.

Are you striving to establish yourself professionally? Feeling burned out? In a professional crossroads and uncertain how to proceed? Each is a common experience during an academic physician's career, but traditional guidance has struggled to meet the need. In this cross-cutting edge article, readers are introduced to a brand management model deriving from business and marketing literature to conceptualise the professional identity journey of an academic physician. An honest and effortful audit of one's professional brand may allow readers to optimise their approach to academic promotion, mitigate burnout and keep them on a path to professional fulfilment.

Branzetti, J, Gisondi, M, Hopson, L, Regan, L, Botti, S. Physician, know thyself: applying brand management principles to professional identity in academic medicine. Med Educ. 2024; 59(7): 694-703. doi: 10.1111/medu.15601.

Peer-assisted learning (PAL) is widely recognised in medical education, yet its potential is underutilised during undergraduate clerkships—a critical phase for developing clinical-reasoning skills. This study explored creating a workplace that fosters PAL to enhance the clinical-reasoning learning process. Using design-based research, stakeholders participated in iterative work conferences to develop and pilot a 2-month ‘paired consultation’ intervention aligned with collaboratively developed design principles. The intervention demonstrated success, with students valuing peer observation and supervisors embracing PAL. Key factors for success include shared responsibility, fostering a collaborative learning environment and building a community of learners within the workplace.

Ruczynski, L, Schouwenberg, B, Fluit, C, Pol, M. The power of peers: design-based research on stimulating peer-assisted learning for enhancing the clinical-reasoning learning process in the workplace. Med Educ. 2025; 59(7): 739-741. doi: 10.1111/medu.15613.

Applied improvisation (improv) is gaining traction as an innovative tool for clinical education, but how can educators effectively manage participant distress in these highly interactive sessions? This study introduces the Addressing Distress in Applied Improvisation Participants Tool (ADAPT), a framework designed to recognise and respond to distress in real-time during improv training. By categorising different types of distress and outlining a four-phase protocol, the ADAPT helps facilitators maintain a psychologically safe and productive learning environment. This pioneering tool offers new insights for improving the impact of improv-based clinical education.

Whitney, C, Bojsza, E, Besch, S, Preis, H, Zheng, X, Pati, S. Adapting to participant distress: a protocol for applied improvisation in healthcare. Med Educ. 2024; 59(7): 750-756. doi: 10.1111/medu.15602.