Abigail Konopasky United States Abigail Winkel United States Adam Gerace Australia Adam Gavarkovs Canada Adam Szulewski Canada Adam Sawatsky United States Adrian Sutton United Kingdom Ahsan Sethi Pakistan Aileen Barrett Ireland Aisling Kerr United Kingdom Aislinn Joy Ireland Alan Bleakley United Kingdom Alan Weber Qatar Alan Chiem United States Albertine Zanting Netherlands Alex Garrett United States Alexandria Garino United States Alexis Rossi United States Ali Bikmoradi Iran, Islamic Republic of Aliki Thomas Canada Althea Blakey New Zealand Amaya Ellawala United Kingdom Amelia Kehoe United Kingdom Amy Clithero United States Amy Addams United States Ana Gomez-Carrillo Canada Anderson Chun On Tsang Hong Kong Andrea Gingerich Canada Andrew O'Regan Ireland Andrew Teodorczuk Australia Andrew Moeller Canada AndrewWarren Canada Andrzej Kononowicz Poland Andy Wearn New Zealand Anél Wiese Ireland Angelique Dueñas United States Ani Orchanian-Cheff Canada Anique de Bruin Netherlands Anique Atherley Netherlands Anita Acai Canada Anita Laidlaw United Kingdom Anita Cheng Canada Ann George South Africa Ann Poncelet United States Anna Melvin United Kingdom Anna MacLeod Canada Anna Ryan Australia Annahieta Kalantari United States Anne Croker Australia Anne Franz Germany Anne-Marie Reid United Kingdom Annette Burgess Australia Annie Gula United States April Richardson United States Ardi Findyartini Indonesia Ariel Frajerman France Arno Kumagai Canada Arvin Damodaran Australia Ashlie Tseng United States Ayelet Kuper Canada Ayona Silva-Fletcher United Kingdom Barbara Blackie Qatar Barret Michalec United States Beata Dobrowolska Poland Bjorn Watsjold United States Boaz Shulruf Australia Breanna Chen Canada Brendan Prast United States Brian Mavis United States Bridget O'Brien United States Bruce Henschen United States Bruno Zumbo Canada Caragh Brosnan Australia Carlos Collares Netherlands Carlos Gomez-Garibello Canada Carlos El-Haddad Australia Carolin Sehlbach Netherlands Carrie Llewellyn United Kingdom DOI: 10.1111/medu.15010
This study investigates how surgical and intensive care trainees come to understand the quality of their performance and the role of feedback conversations. Trainees reported some commonalities between specialty, but they also indicated highly divergent experiences. They had to ‘patch together’ performance information into an evolving picture of overall progress; this was particularly challenging in intensive care, which was a more ambiguous and emotional clinical context. Attending to how, when and where trainee meaning making takes place may allow for effective conversations within specialty feedback cultures. Bearman, M, Ajjawi, R, Castanelli, D, et al Meaning making about performance: A comparison of two specialty feedback cultures. Med Educ. 2023;57(11):1010–1019. doi:10.1111/medu.15118
The potential for technology to transform healthcare education is boundless. Here, Kassutto, Tsao, and Bennett offer thoughts on how we must engage and embrace the possibility of change rather than ignore it.
Kumar et al. outline defining characteristics of Apprecative Inquiry, a framework based on positive psychology principles that yields great promise in medical education.
