Medical Education is a global peer-reviewed journal in health care professionals' education. Its papers advance understanding of educationally relevant issues.
Oxford, England
Joined February 2017
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A student-run question bank started broad, then splintered into specialty-focused groups within months, entirely student-led. No institutional mandate, just organic adaptation as clinical rotations reshaped what students needed.
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doi.org/10.1111/medu.70191
Busy clinician-educators rarely have time to keep up with journals. ToC Tick fixed that: a 25-minute monthly session scanning journal contents, turning an "intellectual vacuum" into genuine curiosity and new research projects.
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doi.org/10.1111/medu.70190
Training demands often push family planning down trainees' priorities. This paediatric hospital workshop tackled fertility & assisted reproduction head-on, pairing expert panels with peer stories in a protected, judgement-free space.
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doi.org/10.1111/medu.70189
Real patients don't fit neat specialty boxes. This simulation followed one elderly patient from a fall through surgery, delirium and a GI bleed, helping final-year students see how decisions in one specialty ripple into another.
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doi.org/10.1111/medu.70194
Addressing educational gaps in NHS diagnostic imaging: London's Imaging Academy replaced fragmented, in-person sessions with a shared digital platform for the full workforce, now expanding into the North West, South West & South East.
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doi.org/10.1111/medu.70184
When structure mattered more than authorship: AI-generated exam questions matched faculty-written ones on quality and student performance, suggesting shared design standards, not who writes the item, may drive assessment consistency.
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doi.org/10.1111/medu.70197
AI-ready doctors need more than technical skills - they also need ethical judgement, critical thinking, and accountability. Ethics education must evolve with AI.
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doi.org/10.1111/medu.70195
Acknowledging, expressing, regulating and making sense of emotions is crucial to seize vulnerability experiences as opportunities for transformative learning.
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doi.org/10.1111/medu.70135
Ever wonder how faculty assess interdependence? Find out how faculty conceptualise residents interdependent performance and how these assessments are related to Milestone and EPA assessments. @StefSebok
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doi.org/10.1111/medu.70225
Interacting with members of other professions can provide medical students a mirror reflecting their current identity and a prism helping them see their future as physicians differently. @KelseyMillerMD
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doi.org/10.1111/medu.70180
New paper by @antonyzacharias and colleagues exploring how role models are experienced by medical students who identify as sexual and/or gender minority with other intersecting minority identities.
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doi.org/10.1111/medu.70185
Is all reflection equal? Find out how reflective practice and self-reflection support medical students' professional identity formation.
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doi.org/10.1111/medu.70176
Mixed-methods research is growing in medical education, but growth hasn't meant better quality. A review of 1,070 studies found gaps in integration, rigor & theoretical grounding highlighting the need for thoughtful, transparent MMR.
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doi.org/10.1111/medu.70177
Simulated Participants (SPs) are not just tools, they're skilled professionals shaping health professions education. Our article invites critical reflection on how we speak about and engage with SPs.
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doi.org/10.1111/medu.70200
"Productive struggle" isn't hard work for its own sake. Authors unpack it as a precise pedagogical stance, distinct from unproductive struggle or shielding students, built on calibrated challenge, scaffolding and psychological safety.
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doi.org/10.1111/medu.70171
As knowledge becomes easier to access, faculty become even more essential as coaches, mentors, and guides who cultivate judgement, professionalism, and ethical practice. The future of medical education is more human, not less.
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doi.org/10.1111/medu.70220
What does ready for practice mean? The goal of competency-based education is entrusted autonomy. Readiness for unsupervised practice reflects growing professional judgement, accountability, and the ability to thrive in a team.
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doi.org/10.1111/medu.70244
Refracting identity: Integrating scaffolding of identity across the continuum highlights the importance of integrating the roles of physicians and other health professionals.
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doi.org/10.1111/medu.70271
Belonging is everyone's responsibility. Instead of asking why marginalized students feel like imposters, ask how our institutions make them feel like intruders. Change the system, not the people.
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doi.org/10.1111/medu.70256
What happens when nurses teach first-year medical students?
Integrating nursing faculty as preceptors in a clinical interviewing course enhanced foundational bedside skills while building early, mutual interprofessional respect.
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doi.org/10.1111/medu.70187
