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The transition from student to doctor represents a challenging shift in identity and responsibility that many graduates find difficult to manage. To understand better how to support the transition to practice we need an exploration of graduates' experiences that does not see the transition as a single moment, but a continuous learning process. This study aimed to explore how medical students negotiate legitimate participation and professional identity formation (PIF) through time as they transitioned to internship in South Africa. Read the accompanying article here: https://doi.org/10.1111/medu.70221

Case-based Learning in #HPE: a realist review explores what works in #CBL, for whom, and under what circumstances, providing key insights for healthcare educators. #MedEd

This study shows that when teaching shifted online during COVID-19, the loss of relational and contextual engagement risked reinforcing inequities and one-sided knowledge exchange in LIC-HIC collaborations. #GlobalHealth #MedEd Read the accompanying article here: https://doi.org/10.1111/medu.70138

This review shows that #coaching empowers postgraduate medical trainees' professional identity formation by boosting resilience, reflection, and career development. #MedEd #PGME Read the accompanying article here: https://doi.org/10.1111/medu.70106

A study of 117 med students shows that distraction erased gains from gaze cueing in ultrasound training showing evidence of cognitive load interference. In distraction-rich environments, protecting attention may matter more than optimizing teaching. #MedEd Read the accompanying article here: https://doi.org/10.1111/medu.70136

Stuck in old #MedEd narratives? Time to #ReHumanize! Our study ‘Don't shut down, these conversations need to happen' amplifies Indigenous voices to reshape anti-racist medical education. Read the accompanying article here: https://doi.org/10.1111/medu.70125

Health care is complex, blurring lines of expertise and responsibility. Our review highlights the importance of teaching physicians to engage in boundary work—actively navigating roles and shaping the future. #MedEd #HealthSystems Read the accompanying article here: https://doi.org/10.1111/medu.70083

AI is transforming medicine—but are global medical education systems ready? Our review examines how students and faculty perceive AI integration and what needs to change in medical education. #AIinMedicine #MedEd Read the accompanying article here: https://doi.org/10.1111/medu.70071

Scaffolding in the operating room: baby steps or giant leaps? Our study explores how surgical educators negotiate supervision and support as procedures unfold. #SurgicalEducation #MedEd Read the accompanying article here: https://doi.org/10.1111/medu.70074

Is TBL research stuck? A critical re-examination is needed to better understand what team-based learning actually does—and for whom. Read the accompanying article here: https://doi.org/10.1111/medu.70041

What helps—or hinders—medical students from speaking up? Understanding these drivers and barriers is key to safer learning environments. Read the accompanying article here: https://doi.org/10.1111/medu.70030

Mistreatment has ripple effects. Even vicarious exposure can impair novice medical students' ability to learn, underscoring the hidden costs of toxic environments. Read the accompanying article here: https://doi.org/10.1111/medu.70103

Efforts to combat social harm in healthcare often involve collective action- an examination of how medical trainees engaged in professional resistance draw from and contribute to the collective. Read the accompanying article here: https://doi.org/10.1111/medu.70055

Looking for a new creative and inclusive research method to access experience? Journey mapping could be for you. Read the accompanying article here: https://doi.org/10.1111/medu.70104

This paper explores the tensions that non-Indigenous learners and medical educators wrestle with in their attempts to enact reconciliation meaningfully. Read the accompanying article here: https://doi.org/10.1111/medu.70028