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. Reviewers can earn CME credit and contribute to Must Reads research. 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 and sign up to receive an email each month.

(Current Reviewers: Kara Alcegueire, Paul Bain, Suni Ebby, Vyasa Hari, Scott Kinkade, Pranav Kotamraju, Viviane Liao, Liju Mathew, Milad Memari, Amin Nakhostin-Ansari, Ashley Paul, Julianne Perretta, Katherine Senko, Julia Shalen, Grace Suh, Sean Tackett, Scott Wright, Tony Zhu)

Featured This Month

The Gist

• Commentary describing narrative candor – a combination of narrative medicine and intellectual candor - to overcome the myth of the doctor-hero.
• Suggests that “little stories” of everyday struggles, collaborations, and successes should be incorporated throughout medical education.

Why This is a Must Read

Medicine is amazing most often in small ways. Sharing stories of daily experiences can recognize the significance in the ordinary and help see imperfections as opportunities for learning.

The Gist

• Analysis of U.S. residency match data from 2009 to 2024 to quantify changes in research experiences and publications.
• Research activity increased during the period, with the greatest increases for the most competitive specialties.

Why This is a Must Read

Most practicing physicians do not do research. This article shows that medical students are spending more time and effort in research activities without a clear benefit to their clinical skills.

The Gist

• Analysis of 872 student descriptions of exceptional teaching.
• Reported 3 themes: (1) challenging and supporting learners, (2) valuing learners as part of the team, and (3) showing enthusiasm for teaching and patient care.

Why This is a Must Read

Much has been written about great teaching, but it remains easier said than done. This article provides concrete examples and recommendations rooted in student experiences that can guide improvement.

Featured

The Gist

• Commentary on managing learner complaints.
• Compares 5 strategies: (1) principled negotiation, (2) appreciative inquiry, (3) restorative justice, (4) engaging learners as leaders, and (5) applying principles of professional resistance.

Why This is a Must Read

Medical education needs continuous change to stay aligned with healthcare needs, and learner perspectives are key to this process. This article can help reframe acts that seem to challenge authority into opportunities for dialogue and improvement.

The Gist

• Scoping review of 12 articles on interventions to prepare learners to cope with their feelings after making a medical error.
• Summarizes 6 content areas and 5 educational methods from published studies.

Why This is a Must Read

All physicians will make mistakes and need support when they do. This article can guide programs to help learners respond to difficult emotions that come with making an error.

The Gist

• Innovation report describing the design of empathy curricular streams throughout a 5-year medical student curriculum.
• Outlines the processes and outcomes of 4 workshops and suggests 5 principles for educational co-production with patients, educators, and students.

Why This is a Must Read

While most agree that patient and student perspectives should be incorporated into curriculum design, there are few examples to follow. This article’s detailed examples and general principles can help translate co-production from theory to practice.

The Gist

• Critique of “wellness” and argument for “flourishing” as a better goal for medical education.
• Describes 4 problems created by focusing on wellness - (1) creates work-life antagonism, (2) encourages avoidance of adversity, (3) ignores moral dimensions, and (4) overemphasizes individuals over communities - which could be addressed by more holistic thinking.

Why This is a Must Read

Medical education and practice can be challenging and gratifying. Aristotle’s idea of eudaimonia (translated as flourishing) is being revived as an integrative concept to guide individuals toward their full potential.

The Gist

• Innovation report describing “Pointing and Calling” (P&C) as applied to paramedic education.
• Students used P&C effectively in simulated scenarios and began using it in new contexts.

Why This is a Must Read

Healthcare has much to learn from other domains. P&C has been used for over a century in the Japanese rail industry to improve safety and has promise for use in health professions education and practice.

The Gist

• Commentary on 3 approaches to achieving equity in assessments.
• Provides historical context and compares (1) fairness, (2) inclusion, and (3) justice orientations, then suggests future directions.

Why This is a Must Read

Assessment is complex. This article clarifies differences and similarities between approaches to equitable assessment and emphasizes the importance of having diverse perspectives incorporated into assessment systems.