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Background: Ensuring that students transition smoothly into the identity of a doctor is a perpetual challenge for medical curricula. Developing professional identity, according to cultural‐historical activity theory, requires negotiation of dialectic tensions between individual agency and the structuring influence of institutions. We posed the research question: How do medical interns, other clinicians and institutions dialogically construct their interacting identities? Methods: Our qualitative methodology was rooted in dialogism, Bakhtin's cultural‐historical theory that accounts for how language mediates learning and identity. Reasoning that the COVID pandemic would accentuate and expose pre‐existing tensions, we monitored feeds into the Twitter microblogging platform during medical students' accelerated entry to practice; identified relevant posts from graduating students, other clinicians and institutional representatives; and kept an audit trail of chains of dialogue. Sullivan's dialogic methodology and Gee's heuristics guided a reflexive, linguistic analysis. Results: There was a gradient of power and affect. Institutional representatives used metaphors of heroism to celebrate 'their graduates', implicitly according a heroic identity to themselves as well. Interns, meanwhile, identified themselves as incapable, vulnerable and fearful because the institutions from which they had graduated had not taught them to practise. Senior doctors' posts were ambivalent: Some identified with institutions, maintaining hierarchical distance between themselves and interns; others, along with residents, acknowledged interns' distress, expressing empathy, support and encouragement, which constructed an identity of collegial solidarity. Conclusions: The dialogue exposed hierarchical distance between institutions and the graduates they educated, which constructed mutually contradictory identities. Powerful institutions strengthened their identities by projecting positive affects onto interns who, by contrast, had fragile identities and sometimes strongly negative affects. We speculate that this polarisation may be contributing to the poor morale of doctors in training and propose that, to maintain the vitality of medical education, institutions should seek to reconcile their projected identities with the lived identities of graduates. How did new clinicians shape their identities during the pandemic? Twitter reveals a complex dialogue in which institutions tout heroism while interns express vulnerability. Bridging these identity gaps is key to nurturing the morale of doctors‐in‐training. [ABSTRACT FROM AUTHOR]

Introduction: People with disabilities are underrepresented in health professions education and practice. Barriers for inclusion include stigma, disabling discourses, discriminatory programme design and oppressive interactions. Current understandings of this topic remain descriptive and fragmented. Existing research often includes only one profession, excludes particular types of disability and focuses on one aspect of the career journey. To expand understanding, we examined the recurrent forms of social relations that underlie the participation of disabled individuals in learning and practice contexts across five health professions. Method: We analysed 124 interviews with 56 disabled health practitioners and students. Participants were interviewed up to three times over 1.5 years. Using constructivist grounded theory, authors used a staged analytic approach that resulted in higher level conceptual categories that advance interpretations of social processes. Finally, the authors compared and integrated findings among students and practitioners. Results: Participants experience challenges to their sense of legitimacy and belonging as health providers. They describe tensions within the health education and practice between the commitment to inclusion and the day‐to‐day realities experienced by disabled participants. We identified six distinct, but related, conditions underlying these tensions: (i) validity and transparency of competencies' evaluation; (ii) the social and physical contexts; (iii) integration of inclusive practices; (iv) boundaries between personal and professional identities; (v) vulnerability to authority figures; and (vi) dynamic person‐level factors. Discussion: If we are to commit to health practitioners and students with disabilities experiencing an overall sense of legitimacy and belonging, priority needs to be given to system‐level practices and policies to support inclusion. Attention to the day‐to‐day marginalisation of students and practitioners with disabilities in the health professions is also needed. Additionally, inclusive and transparent delineation of competency requirements is needed. Finally, educational actions are needed to increase understanding of disability in the health professions, with particular attention to promoting social relations that foster collective responsibility for supporting inclusion. The authors demonstrate how priority needs given to system‐level practices and policies that support inclusion if practitioners and students with disabilities are to experience a sense of legitimacy and belonging. [ABSTRACT FROM AUTHOR]

In this commentary, Miller and Stalmeijer use the concepts of supportive and collaborative interdependence to advocate for an interprofessional perspective on workplace learning. [ABSTRACT FROM AUTHOR]

The article addresses the issue of microaggressions and racism in the medical field, which impacts ethnic minority students. Topics include the introduction of a training programme to empower medical students to respond effectively to microaggression and racism during clinical placements, and lessons learned from the training programme including creating safe spaces, empowering student allies, and amplifying under-represented voices.

Introduction: Longitudinal Integrated Clerkships (LICs) have demonstrated benefits for students' learning and development in medical education globally. The model emphasises importance with respect to continuity and time in the workplace for learners. There is a need to explore how LICs become a viable training model for learners. An amalgamative LIC model was drawn upon to inform the design of a placement for trainee pharmacists on a hospital ward. This study sought to determine the local viability of a longitudinal placement for trainee pharmacists, using communities of practice learning theory to interpret findings. Methods: A design‐based research approach informed study design. A longitudinal placement was implemented on two hospital wards for 13 weeks. Trainees (n = 3) were interviewed four times over a 14‐week period. Ward staff (n = 14) were interviewed at week 14. Interviews were transcribed verbatim. Qualitative longitudinal analysis, using the trajectory approach, was conducted using abductive analysis. The coded data were organised into a framework and subthemes were created. Results: Trainees acquired membership within the multi‐disciplinary ward team over time. This led to an enriched learning experience and the trainee's professional development improved as they attained more responsibilities. This enabled them to make a greater contribution to patient care; more medication consultations occurred, and discharge times improved. Discussion The local viability of the longitudinal placement appears to be linked to the trainee's ability to acquire membership within the ward community of practice. Membership gave trainee's access to learning opportunities, supporting their development, and they earnt the trust of staff, leading to more responsibilities for providing patient care. Further research into developing longitudinal placements that support trainee healthcare professionals to acquire membership within communities of practice is warranted. This paper highlights the importance of healthcare trainees acquiring membership within healthcare teams to enhance their learning experience, advance their professional development and improve patient care. [ABSTRACT FROM AUTHOR]

Context: Nurses are integral to patient safety, but little is known about their narrative constructions of identity in relation to their dyadic interactions with trainee doctors about patient safety and competence during the trajectory of a medical career. Aim: We sought to examine how identities are constructed by experienced nurses in their narratives of patient safety encounters with trainee doctors. Methods: Our qualitative study gathered narrative data through semi- structured interviews with nurses of different professional standing (n = 20). Purposive sampling was used to recruit the first eight participants, with the remainder recruited through theoretical sampling. Audio recordings were transcribed verbatim and analysed inductively through a social constructionist framework and deductively using a competence framework. Results: We classified seven identities that participants constructed in their narratives of dyadic interactions with trainee doctors in relation to patient safety: nurses as teacher, guardian of patient wellbeing, provider of emotional support, provider of general support, expert advisor, navigator and team player. These identities related to the two key roles of nurses as educators and as practitioners. As they narrated these dyadic interactions, participants constructed identities that positioned trainee doctors in character tropes, suggesting gaps in professional competence: nurses as provider of general support was commonly narrated in the context of perceived deficits of personal or functional capabilities and nurses as team player was mainly associated with concerns (or reassurances) around ethical capabilities. Discussion and Conclusion: Our findings are consistent with, and extend the wider literature on the development of professional competence, interprofessional collaboration in health care, and the nature and organisation of nursing work. Nurses' work in ensuring patient safety and support trainee doctors' professional development merits greater formal recognition and legitimation. [ABSTRACT FROM AUTHOR]

Pinilla and Huwendiek comment on Bonnie et al.'s suggestion that longitudinal curricular design is more conducive to meaningful learner participation in workplace‐based settings. [ABSTRACT FROM AUTHOR]

Context: Understanding rural student well‐being is essential to inform the development and training of the future rural medical workforce so as to ensure a pipeline of rural doctors to meet rural communities' needs. However, little is known about the well‐being of students who are on rural placement. This study aims to identify the predictors of well‐being amongst a national sample of medical students on rural clinical placement. Methods: The Federation of Rural Australian Medical Educators (FRAME) 2015 national exit survey of medical students, completed at the end of rural terms, was used (n = 644) to test the associations between well‐being and demographic, financial, academic, supervisor, placement and clinical skills factors, and attitude to future rural work. Univariate and logistic regression were used. Results: Students aged 18‐24 years (odds ratio [OR], 8.07 [95% confidence interval {CI}, 2.07‐31.46]) and 25‐34 years (OR, 4.06 [95% CI, 1.35‐12.18]) reported higher levels of well‐being compared to students aged over 35 years. Academic support from the rural clinical school (OR, 5.74 [95% CI, 2.59‐12.73]), perceived respect from supervisors (OR, 3.13 [95% CI, 1.23‐7.99]), not feeling socially isolated (OR, 2.7 [95% CI, 1.40‐5.20]), access to counselling services (OR, 2.05 [95% CI, 1.10‐3.83]), rural placement being a first choice (OR, 3.04 [95% CI, 1.58‐5.86]) and positive attitudes to being part of a rural workforce in the future (OR, 4.0 [95% CI, 2.0‐8.3]) were associated with higher odds of well‐being compared to students who felt the opposite. Gender, rural background, financial support, clinical skills and role clarity were not found to be associated with well‐being (P >.5). Conclusions: This study may provide guidance to rural clinical schools, policymakers and medical educators in developing rural placement programmes that enhance student well‐being so we can address workforce shortages in rural areas. Rural placements are unlikely to encourage rural careers if wellbeing during those placements is ignored. This study identifies a variety of factors associated with medical students' wellbeing when on rural placement. [ABSTRACT FROM AUTHOR]

Context: Medical learning takes place in an extremely hierarchical environment. Medical students may struggle to understand how to succeed in such a rule‐bound environment that leaves them vulnerable to the influences of social power. This study explores how medical students experience the clinical learning environment from their low‐status positions in the social hierarchy. Methods: Using constructivist grounded theory, we collected 88 hours of observation and 13 interviews with medical students completing clinical clerkships. Data collection focused on students' interactions with their supervisors, colleagues and other staff members as they completed the core rotations of their clinical clerkships. Data analysts used a constant comparative approach to remain alert to the different ways in which medical students experienced and responded to social power used by their supervisors and colleagues. Results: We describe a cyclical theory of how medical students appraised the environment, the needs and preferences of their supervisors and their personal resources in order to select and enact a strategy for interacting. They used these strategies when in the presence of supervisors, but also when supervisors were absent in preparation for the next interaction. The ways in which medical students chose and employed these strategies reflect a significant use of social and cognitive resources. Conclusions: Power is an important component of the social culture of clinical learning environments; understanding the ways in which medical students experience and react to power can help educators, learners and administrators optimise learning opportunities. Medical education increasingly encourages students to exercise agency in seeking feedback and directing their own learning; this may be particularly challenging for students who cannot interpret social cues well, and those who lack social capital. While it is commonly assumed that medicine is hierarchical, with students having low status, recent research shows them to use active negotiation of social power to achieve their desired outcomes. [ABSTRACT FROM AUTHOR]

Context: Although the literature on professional identity formation in medical education is increasing, it is scant by comparison on student and clinician identities within interprofessional contexts. We therefore adopt a novel discursive approach to identities to explore how soon‐to‐become graduates and workplace‐based clinicians construct their own and others' identities in interprofessional student–clinician (IPSC) interaction narratives. Methods: We conducted a qualitative narrative interview study with 38 students and 23 clinicians representing the fields of medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy. Through framework analysis, we identified the breadth of student and clinician identity constructions across 208 IPSC interaction narratives, and explored how common constructions differed by narrative and narrator. Through in‐depth positioning analysis, we explored how student and clinician identities are discursively positioned within two selected IPSC interaction narratives. Results: We identified 11 common constructions of student identities and eight common constructions of clinician identities across all 208 narratives. We found differences in identity constructions across positively versus negatively evaluated narratives, and student versus clinician narrators, highlighting the rhetorical nature of narratives. Our in‐depth positioning analysis of two narratives illustrates how one student and one clinician discursively positioned theirs and others' identities during interprofessional interactions, and how identities vary depending on narrators' evaluations of their stories. Although both positioning analyses illustrate how the narrators' language serves to reproduce the common societal discourse of interprofessional conflict, the clinician narrative also draws on the competing discourse of interprofessional collaboration. Conclusions: Although some of the identities support previous uniprofessional research, our findings illustrate greater breadth and depth in terms of student and clinician identities within interprofessional contexts. We encourage educators to embed identities curricula into existing workplace learning for students and clinicians to help them make sense of their developing professional and interprofessional identities. Workplace educators should facilitate meaningful IPSC interactions to promote interprofessional learning and collaboration. The authors provide a window into ways of strengthening interprofessional learning and collaboration by revealing the multipliciity of identity constructions represented in interprofessional student‐clinician interaction narratives. [ABSTRACT FROM AUTHOR]

Context: Experience‐based learning may contribute to confidence, competence and professional identity; early experiences may be particularly formative. This study explored how pre‐clinical students make sense of their participation in the provision of end‐of‐life care within community settings. Methods: We performed dialogic narrative analysis on essays written by junior medical students in New Zealand. Students had reflected on their participation as assistant caregivers in nursing homes, contributing to the personal care of the elderly residents who lived there. Essays had been submitted to a reflective writing competition that was run separately from the students' medical studies. We analysed five essays about nursing placements, focusing on students' stories about their engagement with residents who were suffering or were receiving end‐of‐life care. Results: In their essays, students wrote about powerful and at times intense learning experiences during these early clinical attachments; their attitudes to death and dying were both highlighted and changed. Allied health professionals (e.g. caregivers) provided important support for student learning, especially in relation to seminal encounters such as those occurring in the course of providing end‐of‐life care. Support increased students' participation and confidence. Reflective writing helped students make sense of their learning and led them to think about their own professional identities, even in the absence of observing or working with doctors in those settings. Conclusions: Students' reflections revealed that they tend to filter their learning experiences through the lens of future doctoring, especially when involved in challenging clinical situations. Although medical schools have limited influence on interprofessional relationships or mentoring within the environment of community hospitals, support from other staff can help junior students make the most of their engagement in end‐of‐life care. In‐depth reflection may facilitate the links between experience‐based learning and students' emerging ideas about their own professional identities, but the underlying mechanisms need further exploration. Pre‐clinical students' reflections on their observations of end‐of‐life care are shown to trigger useful insight for students regarding their future as doctors. [ABSTRACT FROM AUTHOR]

Context: Rural community‐based medical education (RCBME), in which medical student learning activities take place within a rural community, requires students, clinical teachers, patients, community members and representatives of health and government sectors to actively contribute to the educational process. Therefore, academics seeking to develop RCBME need to understand the rural context, and the views and needs of local stakeholders. Objectives: The aim of this review is to examine stakeholder experiences of RCBME programmes internationally. Methods: This narrative literature review of original research articles published after 1970 utilises Worley's symbiosis model of medical education as an analysis framework. This model proposes that students experience RCBME through their intersection with multiple clinical, social and institutional relationships. This model seeks to provide a framework for considering the intersecting relationships in which RCBME programmes are situated. Results: Thirty RCBME programmes are described in 52 articles, representing a wide range of rural clinical placements. One‐year longitudinal integrated clerkships for penultimate‐year students in Anglosphere countries were most common. Such RCBME enables students to engage in work‐integrated learning in a feasible manner that is acceptable to many rural clinicians and patients. Academic results are not compromised, and a few papers demonstrate quality improvement for rural health services engaged in RCBME. These programmes have delivered some rural medical workforce outcomes to communities and governments. Medical students also provide social capital to rural communities. However, these programmes have significant financial cost and risk student social and educational isolation. Conclusions: Rural community‐based medical education programmes are seen as academically acceptable and can facilitate symbiotic relationships among students, rural clinicians, patients and community stakeholders. These relationships can influence students’ clinical competency and professional identity, increase graduates’ interest in rural careers, and potentially improve rural health service stability. Formal prospective stakeholder consultations should be published in the literature. [ABSTRACT FROM AUTHOR]

Hauer comments on Shorey et al.'s scoping review of EPAs in healthcare education, supporting the widespread enthusiasm for this assessment framework and highlighting critical EPA implementation questions. [ABSTRACT FROM AUTHOR]

Gibson suggests that the formation of education‐focused interprofessional communities of practice may have great value for developing our future health care workforce in often isolated primary care settings. [ABSTRACT FROM AUTHOR]

The article provides information on a pilot program implemented for four months of the medicine clerkship at a large tertiary care site where first call pages received by the first call physician were carbon copy paged (cc'd) to the third-year clerkship medical students (MS3) who was following that patient. Topics discussed include goal of the intervention, and formal integration of MS3-CC into the clerkship, and smaller-scale interventions.

Medical Education 2011: : 731-740 Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students ( n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects of medical students' professional development are neglected in the first year of medical education. [ABSTRACT FROM AUTHOR]

Medical Education 2011: : 722-730 Medical student attachments in general practices play an important role in undergraduate medical education internationally. The recruitment by universities of new teaching practices or an increase in the teaching commitment of existing practices will be necessary to address rising medical student numbers. General practitioners (GPs) are likely to weigh the perceived rewards of practice-based teaching against the perceived costs and challenges in deciding whether to accept a student placement and how to teach. These aspects of the 'lived experience' of the GP-teacher have not been adequately investigated. This study aims to enhance understanding of the GP clinical teacher experience in order to inform strategies for the recruitment, retention, training and support of teaching general practices. Sixty GP clinical teachers in Brisbane-based urban teaching general practices were interviewed individually face-to-face by the principal investigator, using a semi-structured interview plan. Representativeness was ensured through quota sampling. The interview data were analysed thematically by two of the investigators independently, following member checking of interview transcripts. The results demonstrate a number of key inter-related perceived rewards, costs and challenges of teaching, including intellectual stimulation, cognitive fatigue and student characteristics. The findings extend reports in the previous literature by offering a richer description of current GP-teacher experience. Participants identified teaching rewards in a manner largely consistent with previous research, with the exception of enhanced practice morale and teamwork. Findings confirm that reduced productivity and increased time pressures remain key perceived negative impacts of teaching, but also reveal a number of other important costs and challenges. They emphasise the diversity of GP experience and practice cultures, and the need for teaching to enhance both GP and patient perceptions of consultation quality without increasing the load on the GP-teacher. Recruitment and retention strategies should promote the rewards of teaching, and teacher training should respond to the costs and challenges of practice-based teaching, and facilitate the growth of GPs in their role as clinical educators. [ABSTRACT FROM AUTHOR]

Medical Education 2011: : 455-463 This paper aims to consider why general practitioners (GPs) teach, in particular by defining the longitudinal supervisory relationships between rural clinician-preceptors and students. A total of 41 individual semi-structured interviews were conducted with GPs, practice managers and students. All interviews were audiotaped, transcribed and analysed for emergent themes. In this study preceptors identified many ways in which precepting added value to their roles. However, themes relating to the doctor-student relationship were central to GP preceptors' experiences. These developed in chronological order and resulted in changes in the triangular relationship between doctor, patient and student in the consultation. Interpretive findings identify that the motivators for precepting represent a group of constantly changing interconnected factors that contribute to the defining of preceptors as central members of their professional community of practice. This critical finding challenges the simplistic organisational concept that universities can recruit and retain GPs by offering increased rewards. This paper introduces four clinical preceptor models, which involve the roles of, respectively: the student-observer; the teacher-healer; the doctor-orchestrator, and the doctor-advisor. Symbiosis between student learning and patient care was found to occur in the doctor-orchestrator model. The evolution of doctor-student relationships in long-term student placements explains how students become more useful over the academic year and sheds light on how GPs are changed through precepting as part of the complex process by which they come to recognise themselves as central members of the rural generalist community. [ABSTRACT FROM AUTHOR]

Medical Education 2011: : 249-260 The number of women entering medical school has increased substantially in recent years. However, practising female doctors still report gender-associated professional challenges. We focused on female medical students to characterise how gender shapes the range of their professional experiences during the pre-clinical years of medical school. We conducted a qualitative study from 2006 to 2007 using in-depth interviews with 12 Year 3 female medical students at a private New England medical school who had completed their pre-clinical years of training. All transcripts were analysed using a grounded theory approach; the code structure was developed through a process of inductive reasoning. Coding team members coded all transcripts line by line, using a constant comparative method of analysis. The resulting taxonomy identifies three domains that capture the recurrent gender-associated experiences of our participants: (i) observations of the effect of gender on pre-clinical educational experiences through instructor, student and institutional behaviour; (ii) responses to observations of gender-based occurrences in terms of emotional reactions and strategic responses, and (iii) gender-associated expectations for the clinical years and beyond brought about by a heightened awareness of gender. Participants reported subtle as well as overt gender-based experiences and emotional consequences of both. Female medical students continue to report numerous gender-based experiences during their pre-clinical training. Such experiences have both emotional and educational consequences and institutions should develop multifaceted approaches to address the full spectrum of gender-based experiences that affect medical students. [ABSTRACT FROM AUTHOR]

Medical Education 2011: : 69-80 Trainees in undergraduate and postgraduate medical education engage in multiple transitions as part of the educational process, including many transitions that occur on both periodic and daily bases within medical education programmes. The clinical rotation, based on either a medical discipline or clinical care setting and occurring over a predetermined, short period of time, is a deeply entrenched educational approach with its roots in Abraham Flexner's seminal report. Many assumptions about the presumed benefits of clinical rotations have become pervasive despite a lack of empirical evidence on their optimal timing and structure, and on how transitions between clinical rotations should occur. In this paper, we examine the issue of rotational transitions from the three perspectives of sociology, learning theory, and the improvement of quality and safety. Discussion from the sociological perspective addresses the need for much greater attention to interprofessional relationships and professional development, whereas that from the learning theory perspective examines the gap between what is known from pedagogical and cognitive science and what is currently practised (learning theory). Discussion from the perspective of improving quality and safety refers to the critical need to embed trainees in functional clinical microsystems as meaningful participants. Research is urgently needed on the effects of transitions on trainees, faculty staff, non-doctor health care providers and patients in order to optimise future competency-based training models and confirm or refute current assumptions. [ABSTRACT FROM AUTHOR]

Medical Education 2010: : 1166-1174 This study aims to alert users of feedback to its dangers, explain some of its complexities and offer the feedforward alternative. We review the damage that feedback may cause to both motivation and performance. We provide an initial solution to the puzzle of the feedback sign (positive versus negative) using the concepts of promotion focus and prevention focus. We discuss additional open questions pertaining to feedback sign and consider implications for health care systems. Feedback that threatens the self is likely to debilitate recipients and, on average, positive and negative feedback are similar in their effects on performance. Positive feedback contributes to motivation and performance under promotion focus, but the same is true for negative feedback under prevention focus. We offer an alternative to feedback - the feedforward interview - and describe a brief protocol and suggestions on how it might be used in medical education. Feedback is a double-edged sword; its effective application includes careful consideration of regulatory focus and of threats to the self. Feedforward may be a good substitute for feedback in many settings. [ABSTRACT FROM AUTHOR]

Medical Education 2010: 44: 1105-1116 Objectives Teaching at the bedside during attending rounds is considered to be fundamental to medical education. We conducted an ethnographic case study to investigate such teaching in general paediatrics as a social phenomenon and to explore change over time in both the meaning of rounds and the context in which rounds take place. Methods We conducted a case study from January to August 2006 on a 22-bed general paediatric unit in an urban children's hospital and focused our observation on interns, senior residents and attending physicians. We observed the medical team during its normal activities on the study unit and conducted semi-structured interviews with a sample of attendings, interns and senior residents. We compiled a list of codes that emerged from patterns in the data and constructed a rich description of rounds according to the principles of inductive analysis. Results Four themes emerged from the data: (i) attending rounds are a pervasive and routine part of clinical education; (ii) interns, senior residents and attending physicians hold assumptions about what should happen on rounds; (iii) tension exists between interns', senior residents' and attending physicians' assumptions about bedside teaching during rounds and the reality imposed by contextual factors, and (iv) bedside teaching during rounds is impacted, but not prohibited, by contextual factors. Conclusions Our case study provides evidence that bedside teaching during rounds is a pedagogical ideal entrenched in medical education. Participants readily acknowledged teaching at the bedside during rounds as something they perceived should happen, although, in actuality, it was infrequently achieved. This study revealed a telling inconsistency in language and behaviour: 'bedside rounds' was embedded in the participants' ordinary language, but the activity was not necessarily part of their ordinary behaviour. We propose that the practice of bedside teaching is best explained as a ritual. Considering bedside teaching as a ritual helps to explain why rounds are sacrosanct and helps to develop more appropriate expectations for rounds. [ABSTRACT FROM AUTHOR]

The article offers information on "Have a chat with . . ." series of group discussions between medical students and role models from different areas of medical work. Topics covered include the problem that were addressed by the group discussion and mentoring session, medical experts who participated in the discussion, and the lessons that were learned from implementing the discussion rounds.

In this article, the authors discuss the role of longitudinal integrated clerkships (LIC) in global medical education. They say that LIC previously had done little in undergraduate clinical education until its evolution in the 19th and 20th centuries. They relate two research being featured in the 2011 issue of the journal "Medical Education." They add that the studies found that educators and students see evaluation in LICs as fairer, more accurate and representative than other clerkships.

The article focuses on the Speed Workshop for Interns and Faculty to Talk (SWIFT), a speed dating programme of the Accreditation Council for Graduate Medical Education (ACGME). It states that the programme seeks to increase the knowledge of the interns on the ongoing research activities and its desire to engage in a scholarly research. Moreover, it says that SWIFT is an efficient means of introducing internal medicine interns to research faculty members and promoting of scholarly activities.

The article discusses interprofessional collaboration (IPC) which encourages team-working to achieve best patient care. It highlights the importance of undergraduate medical students to have earlier integration within the hospital community rather than just depending on simulation for medical training and multidisciplinary learning. It says that results show a positive change of attitude towards fellows which increases their self-confidence in the clinical environment.

In this article, the author discusses the article of M. Stamm and B. Buddegerg-Fischer which emphasize the significance of mentors in medical education. The author states that a compelling relationship of having one or more mentors to the objective career success. It mentions that the article proves the essentiality and positive impact of mentoring on the administration of patient care. It offers tips on how to overcome the barriers on mentoring which include incentives and skills training.

The article focuses on two initiatives such as the Trainee Service and printed guide for supervisors, intended for management of trainee doctors who are having difficulties in their profession. It says that the initiatives can reduce the risks to patient safety, number of leaving doctors, and absence rates. It mentions several barriers that reinforce the unwillingness of trainees to seek help including the lack of knowledge of available support, stigma, and implications to career progression.