Must Reads
What is a ‘Must Read’ for those interested in medical education?
Each month, we identify 3-4 noteworthy articles from the health professions education literature and label them as “must reads.” Selection is based on several criteria including originality and methodological rigor. Our process includes a formal search of the peer-reviewed literature, screening titles and abstracts, full text review, and an editorial meeting to achieve consensus.
Who are we and why are we doing this?
Our reviewers include individuals with expertise in teaching, educational oversight, and research as well as those who are beginning their careers as educational scholars.
The volume of health professions education articles has become overwhelming. In curating some of the best new published papers, we hope to make it easier for all of us to keep abreast of cutting edge educational scholarship and practices.
We’d welcome involvement in the selection process. If you are interested in supporting this work or have perspectives to share, please email Sean Tackett: stacket1@jhmi.edu. You can also follow @MedEdMustReads on X (aka Twitter) to be notified when new must read articles are selected.
(Current Reviewers: Kara Alcegueire, Paul Bain, Kavita Chapla, Scott Kinkade, Andrew Klein, Viviane Liao, Erica Lin, Pallavi Menon, Amin Nakhostin-Ansari, Bridget O’Brien, Ashley Paul, Julianne Perretta, Carolina Saldanha, Katherine Senko, Julia Shalen, Kiara Smith, Sean Tackett, Scott Wright)
Featured This Month
The Gist
• Teacher, learner, and contextual factors were important; working with trainees also increased pressure to role model and encouraged reflection.
WHY THIS IS A MUST READ
Clinical teaching is a great way to learn and improve across all domains of professional practice. This study can increase awareness of learning processes and opportunities in clinical environments.
The Gist
• Patient feedback was felt to be important but challenging to solicit because of hierarchies in relationships, and patients may not want to share feedback when not feeling well.
WHY THIS IS A MUST READ
We should do more to understand and learn from patients’ perspectives. This study illustrates dynamics in relationships and roles to consider when engaging patients in dialogue that leads to professional learning and improved care.
The Gist
• The curriculum was well-received and improved learner confidence in the ability to intervene when witnessing discriminatory acts.
WHY THIS IS A MUST READ
It can be difficult to speak up when we see discriminatory behavior. This study provides examples and recommendations to empower health care workers to take effective action.
Featured
The Gist
• Themes aligned with the PERMA model of flourishing (P=positive emotion; E=Engagement; R=Relationships; M=Meaning; A=Accomplishment).
WHY THIS IS A MUST READ
The Gist
• Patient scenarios had significant racial and gender biases, which varied by clinical condition and were not corrected with de-biasing prompting methods.
WHY THIS IS A MUST READ
The Gist
• Students educated in deliberate reflection recalled more discriminating features of a case than the control group.
WHY THIS IS A MUST READ
The Gist
• Organized according to sense-making theory, tips address helping students feel welcome, comfortable seeking accommodations, and able to take part in meaningful relationships.
WHY THIS IS A MUST READ
The Gist
• Descriptions include coaching at the transition to residency, real-time monitoring of resident behaviors, and automated delivery of individualized content.
WHY THIS IS A MUST READ
The Gist
• Describes 8 factors affecting selection of resources and 11 ways they were used.