(Med Educ[TA])
9,032 results
  • Brittle threshold: When adaptive success is the warning sign. [Review]
    Med Educ. 2026 Sep 23. [Online ahead of print]Cristancho SMME
  • CONCLUSIONS: Brittle Threshold offers three contributions. It translates what adaptive success conceals in health professions education, it shifts what counts as evidence of system strain and it unsettles the moralisation of endurance as professional virtue. The question it opens is not why systems fail, but when is endurance no longer enough?
  • Publisher Full Text (DOI)
  • 73 days?! Examining the rate at which medical knowledge doubles and its implications. [Journal Article]
    Med Educ. 2026 Sep 22. [Online ahead of print]Eva KWME
  • CONCLUSIONS: Do we? Do we really? This Medical Education Mythology paper explores the origin of the prominent claim that medical knowledge doubles every 73 days, offers an empirical assessment of its veracity and outlines several repercussions that can arise if we accept the estimate without critical appraisal. In doing so, we encourage reflection on the implications of the exponential rate at which knowledge is increasing at the same time as urging caution against panic-driven education practices. In doing so, we conclude that the lack of defensible basis for such an extreme estimate highlights the importance of continued evolution in our education and clinical practices rather than catastrophe-motivated transformation.
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  • Looking beyond the individual: Conceptualizing assessment validity as interdependence within teams. [Review]
    Med Educ. 2026 Sep 18. [Online ahead of print]Nguyen LM, Tawfik D, … Sebok-Syer SSME
  • CONCLUSIONS: The next century of validity theory must grapple with inferences about individuals embedded within teams. Medical education needs to understand that looking beyond the individual is necessary to ensure valid interpretations of one's competence. Starting with generalizability studies that incorporate team composition as a measurement facet, expanding conceptual work about relational competence, and investigating the extent to which team identification can directly measure relational competence, all position medical education to accurately measure individual competence by considering the teams that surround and contribute to the performance of individuals.
  • Publisher Full Text (DOI)
  • 'Tell me what you know': Written recall as a window into illness script quality. [Journal Article]
    Med Educ. 2026 Sep 17. [Online ahead of print]Valente FS, Ribeiro LMC, … de Carvalho Filho MAME
  • CONCLUSIONS: Free-recall protocols analysed along theoretically grounded dimensions detected differences in accuracy, scope and organisation across training years. Constraints, such as a time-imposed ceiling effect and limited sensitivity to encapsulated knowledge, should guide future methodological refinement. Despite its preliminary nature, this methodology may contribute to research on clinical expertise by offering a novel approach to studying illness scripts across training levels.
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  • Patient and public engagement in the CanMEDS framework: Which patients? Which publics? [Journal Article]
    Med Educ. 2026 Sep 15. [Online ahead of print]Schrewe B, Martimianakis MA, Ruitenberg CWME
  • CONCLUSIONS: If competency-based medical education systems wish to realise their promise of meeting societal needs, they must embrace strategies that regularly centre the perspectives of the patients and publics who comprise that society in the design and content of their foundational frameworks. To do so effectively, it may be productive for the field to untangle patient engagement from public engagement and more purposefully apply the wisdom that each of these modalities offers.
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  • Myths we tell ourselves about validity: A justice-oriented reckoning in medical education. [Review]
    Med Educ. 2026 Sep 14. [Online ahead of print]Kakara Anderson HL, Jain N, … Randall JME
  • CONCLUSIONS: We argue that validity arguments are not merely technical exercises but moral endeavours that determine whose knowledge counts and who is centred or excluded in defining competence. Rooted in the eugenic origins of educational measurement, contemporary assessment practices continue to privilege dominant group norms while systematically disadvantaging marginalised individuals and groups. A justice-oriented approach, informed by JAV and DisCrit, requires centring marginalised perspectives, embracing flexibility as essential for accurate measurement, critically examining how numbers can obscure inequities and demonstrating that assessments work for those most likely to be harmed by them.
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  • Validity considerations in programmatic assessment of clinical reasoning. [Review]
    Med Educ. 2026 Sep 11. [Online ahead of print]Runyon C, Zwaan L, … Schaye VME
  • CONCLUSIONS: Programmatic assessment strengthens each inference in the validity chain, but it does not resolve every weakness and introduces new assumptions of its own, particularly around how conflicting evidence is synthesised. GAI compounds these challenges: it can shift what is actually being measured, complicate scoring and generalisation, and blur the line between assessment and target performance, while also offering new opportunities to make clinical reasoning more observable when incorporated deliberately.We conclude with a three-stage developmental framework-coherence and coverage, intentional depth, and multimodal longitudinal integration-to help institutions integrate existing assessments into a programme of clinical reasoning assessment. This framework reflects validity as an ongoing institutional commitment to evidence building for better learning, decisions and patient care.
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