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, Kavita Chapla, Scott Kinkade, Andrew Klein, Viviane Liao, Erica Lin, Pallavi Menon, Amin Nakhostin-Ansari, Bridget O’Brien, Ashley Paul, Julianne Perretta, Katherine Senko, Julia Shalen, Kiara Smith, Sean Tackett, Scott Wright)
Featured This Month
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2022/11/5.jpg)
The Gist
• Failing to greet students led to a sense of rejection, worsened confidence, and impaired learning.
WHY THIS IS A MUST READ
Simple gestures can go a long way but may be neglected in hurried clinical situations. This article draws attention to the impact of “phatic” signals - seemingly trivial acts that can have significant influence on trust and belonging - to help educators create positive learning environments.
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2020/12/Academic_Medicine_Journal-Cover.jpg)
The Gist
• Physicians learned primarily through clinical situations with limited individualized feedback; formal learning activities and requirements were less helpful.
WHY THIS IS A MUST READ
Continuous professional development (CPD) is the longest phase in physicians’ lifelong learning; it is also the least organized. This article points to the need for greater structure in CPD and credit for learning that occurs during patient care.
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2021/06/MEDTEACHJUNE21.jpg)
The Gist
• Identified 12 interventions with new thematic content, including the first for identity formation, and summarized findings across 86 studies and 121 interventions.
WHY THIS IS A MUST READ
Many learners struggle at some point and need extra support from educators. This article provides a well-organized synthesis of the state of the evidence and provides options targeted at specific challenges.
Featured
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2024/04/am-apr24.jpeg)
The Gist
• Outlines 5 competencies and 20 sub-competencies with 5-level developmental milestones, which covered: (1) lifelong learning, (2) educational theory and practice, (3) well-being, (4) diversity, equity, and inclusion, and (5) administration.
WHY THIS IS A MUST READ
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2021/06/MEDTEACHJUNE21.jpg)
The Gist
• Discusses curricular designs, teaching and learning activities, and assessment methods for SDoH and ways to overcome common challenges.
WHY THIS IS A MUST READ
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2024/04/am-apr24.jpeg)
The Gist
• Self-disclosure was generally viewed positively and prompted reflection on tensions between personal illness and professional culture.
WHY THIS IS A MUST READ
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2021/06/MEDTEACHJUNE21.jpg)
The Gist
• Curricula took place at all years of training but were often standalone and evaluated at lower Kirkpatrick levels.
WHY THIS IS A MUST READ
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2024/05/am-apr24real.jpeg)
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
![](https://hopkinsbayviewinternalmedicine.org/wp-content/uploads/2020/12/Academic_Medicine_Journal-Cover.jpg)
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.