How do family physicians make practice decisions in small learning groups? They discuss, question, share experiences, and validate new info. This study reveals the "change talk" process, helping bridge the gap between current and best practices.
Read the accompanying article here: https://onlinelibrary.wiley.com/doi/10.1111/medu.15120
Cognitive dissonance: how self‐protective distortions can undermine clinical judgement - interview with Jill Klein
Speaking up, support, control and work engagement of medical residents. A structural equation modelling analysis - interview with Judith Voogt
Medical school expansion policies: educational access and physician distribution - interview with Alexandre Figueiredo
Assessors’ interpretations of narrative data on communication skills in a summative OSCE - interview with Kyle Wilby
Emotional challenges of medical students generate feelings of uncertainty - interview with Maria Weurlander
Interview with Peter Yeates: Exploring differences in individual and group judgements in standard setting
‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements - interview with Noreen O'Leary
Factors predicting identity as educators and openness to improve - interview with Abigail Snook
Interview with John Barber and Sophie Park: Facilitators and barriers to teaching undergraduate medical students in general practice
Some assembly required: tracing the interpretative work of Clinical Competency Committees - Rachael Pack's Interview
‘Waiting in the wings’; Lived experience at the threshold of clinical practice - Niamh Coakley's Interview
Recruiting expertise: how surgical trainees engage supervisors and regulate learning - Patrick Nieboer and Mike Huiskes' Interview
Multiple-role mentoring: mentors’ conceptualizations, enactments and role conflicts - Stephanie Meeuwissen's Interview
Theory, a lost character? As presented in General Practice education research papers - James Brown's Interview
Identifying coaching skills to improve feedback use in post-graduate medical education - Heather Armson's Interview
Simulation-based education for novices: Complex learning tasks promote reflective practice - Marie-Laurence Tremblay's Interview
Transphobia rather than education predicts provider knowledge of transgender healthcare - Daphna Stroumsa's Interview
Interview with Chantal van Andel - Broadly sampled assessment reduces ethnicity‐related differences in clinical grades
Interview with Catherine Scarff - Trainees’ perspectives of assessment messages: a narrative systematic review
Emotion recognition in medical students: effects of facial appearance and care schema activation
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