Rüb et al. explore how cinemeducation can be used to enable the next generation of health professionals to engage with critical reflection, perspective taking and learning through emotional narratives.
Read the accompanying article here:
https://onlinelibrary.wiley.com/doi/10.1111/medu.15166
Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative review - Stella L. Ng interview
The struggling student: a thematic analysis from the self-regulated learning perspective - Rakesh Patel interview
Louder than words: power and conflict in interprofessional education articles, 1954–2013 - Elise Paradis interview
Grades in formative workplace-based assessment: a study of what works for whom and why - Janet Lefroy interview
Learning to care for older patients: hospitals and nursing homes as learning environments - Esther Helmich interview
Self-explanation in learning clinical reasoning: the added value of examples and prompts - Martine Chamberland interview
Can we predict future depression in residents before the start of clinical training? - Makoto Ito interview
Seeking inclusion in an exclusive process: discourses of medical school student selection - Saleem Razack interview
Equal, global, local: discourses in Taiwan's international medical graduate debate - Ming-Jung Ho interview
Toward a common understanding: supporting and promoting education scholarship for medical school faculty - Elaine Van Melle interview
Selection and study performance: comparing three admission processes within one medical school - Nienke Schripsema interview
Interviewing in situ: employing the guided walk as a dynamic form of qualitative inquiry - Tim Dube interview
Exploring stakeholders’ views of medical education research priorities: a national survey - Ashley Dennis interview
Medical student depression, anxiety and distress outside North America: a systematic review - Max Henderson interview
Professionalism: a framework to guide medical education - Howard Brody interview
Supervising incoming first-year residents: faculty expectations versus residents' experiences - Claire Touchie interview
Feedback in action within bedside teaching encounters: a video ethnographic study - Lynn Monrouxe interview
The power of questions: a discourse analysis about doctor–student interaction - Jonne van der Zwet interview
How do medical students form impressions of the effectiveness of classroom teachers? - Kevin McLaughlin interview
Online testable concept maps: benefits for learning about the pathogenesis of disease - Gary Velan interview
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