This article explores the impact of the principle of progress, resident hesitation and perceptions of competence on teaching in direct supervision settings.
Read the accompanying article to this new podcast:https://onlinelibrary.wiley.com/doi/full/10.1111/medu.13530
Lessons from the implementation of developmental progress assessment: A scoping review - Interview with Christina St‐Onge
Situational judgement test validity for selection: A systematic review and meta‐analysis - Interview with Lewis W. Paton
Learning in the workplace: Use of informal feedback cues in doctor‐patient communication - interview with Carolin Sehlbach
The case for faculty development: A realist evaluation - interview with Dominic Proctor
Elucidating system‐level interdependence in electronic health record data: What are the ramifications for trainee assessment? – interview with Stefanie S. Sebok‐Syer
Using multiple self‐regulated learning measures to understand medical students' biomedical science learning – interview with Roghayeh Gandomkar
Autonomy and professional identity formation in residency training: A qualitative study – interview with Adam P. Sawatsky
A systematic review of digital badges in health care education – interview with Julie A. Noyes
Aha! Taking on the myth that simulation‐derived surprise enhances learning - interview with Sandra Monteiro and Matthew Sibbald
Psychological safety in feedback: What does it look like and how can educators work with learners to foster it? - interview with Christina E. Johnson
‘Being international is always a good thing’: A multicentre interview study on ethics in international medical education - interview with Emmaline Brouwer
Students as patients: A systematic review of peer simulation in health care professional education - interview with Narelle Dalwood
Focused ethnography as an approach in medical education research - interview with Jane E. Møller
The impact of entrustment assessments on feedback and learning: Trainee perspectives - interview with Leslie Martin
Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning - interview with Derk Bransen
Conceptualising spaced learning in health professions education: A scoping review - interview with Marjolein Versteeg
Tolerance of ambiguity and psychological well‐being in medical training: A systematic review - interview with Jason Hancock
Impostor syndrome among physicians and physicians in training: A scoping review - interview with Michael Gottlieb
Myths and social structure: The unbearable necessity of mythology in medical education - interview with Maria Athina (Tina) Martimianakis
Generational ‘othering’: The myth of the Millennial learner - interview with Joshua Jauregui
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