Professional identity formation (PIF) is increasingly understood as a socially situated workplace learning process through which medical students develop identities and practices of physicians. Through participation in clinical work within the clinical learning environment (CLE), students learn what it means to become members of the profession. Within this context, a sense of belonging may be an important mechanism linking the CLE to PIF. However, quantitative evidence examining these relationships remains limited. This study examined whether sense of belonging mediates the relationship between the CLE and PIF.

Medical school leaders play an important role in shaping admissions policy. However, how they understand diversity, merit, and fairness remains underexplored. This makes it difficult to explain why widening participation (WP) initiatives often struggle to move from principle into practice.

Participatory action research (PAR) is a collaborative research approach that engages community members as equal partners to generate knowledge and drive meaningful change. Though common in healthcare, it remains relatively new in medical education. This paper uses a collaborative approach to synthesize a practical framework for using PAR among medical education researchers. The paper offers 12 practical tips covering critical steps: tip 1: Know the distinct boundaries between AR and PAR, Tip 2: Practice continuous positionality and reflexivity, Tip 3: Address ethical considerations, Tip 4: Build trusting relationships with community members before collecting data, Tip 5: Embed individual PAR projects within long-term partnerships, Tip 6: Identify the problem you can address with PAR, and co-create specific research questions, Tip 7: Take action to produce social change, Tip 8: Provide accessible research capacity building, Tip 9: Use different methodological approaches to collect data, Tip 10: Analyze collaboratively, reflect, and redefine the problem, Tip 11: Avoid using jargon in your research language, and Tip 12: Ensure participants are part of the dissemination process. PAR offers medical education researchers a rigorous approach to partnering with communities to address locally relevant challenges and translate research into meaningful action.

Artificial intelligence (AI)-generated educational content holds promise for scalable medical education, but evidence comparing AI and clinician-produced podcasts remains limited. We investigated whether AI-generated podcasts achieve comparable student satisfaction to clinician-recorded podcasts, enabling broader curriculum coverage without overburdening clinical educators, and explored students' attitudes towards AI-generated podcasts.

Concerns about research integrity, reproducibility, and publication bias have prompted calls for greater transparency and rigour across the scientific process. In response, Medical Teacher is the first health professions education journal to adopt Registered Reports. This new section involves peer review of study rationale, methods, and analysis plans before data collection, with publication decisions based on methodological rigor rather than study outcomes. Only confirmatory research requiring hypothesis testing will be accepted under Registered Reports. This approach helps reduce questionable research practices, while supporting the publication of robust research regardless of results.

Open-ended learning activities in which learners engage without an instructor's direct support can often feel effortful and challenging. Learners can struggle with having to monitor and control how they learn the content and how they are progressing towards task demands. We aimed to determine the impact of prompting learners on how to sequence and when to switch tasks in an open-ended learning activity. We collected data on knowledge acquisition, perceived task experience and invested mental effort.

Agentic engagement is a practice describing students' constructive and influencing behaviours toward optimising their learning processes. Agentic engagement relies on students' interaction with their educators, study materials and/or each other. This study seeks a better understanding of the factors stimulating medical students' engagement in small-group learning settings. Findings may help educators to more effectively support students' agentic engagement and help students prepare for unforeseen, demanding (clinical) healthcare settings.

Publishing in medical education journals contributes to global discussions on how to train health professionals and, at an individual level, is important for career advancement. However, some groups are under-represented in medical education scholarship - especially those from the 'global south' and, historically, women. To examine this further, we carried out a bibliometric analysis of twenty years of Medical Teacher data to identify geographic and gender differences in representation among the journal authorship, and to identify any visible impacts of relevant editorial policy changes.

Effective collaboration between classroom teachers and health professionals is essential for supporting school students' learning and wellbeing, yet evidence indicates that such collaboration is often fragmented in practice. While interprofessional education (IPE) is intended to prepare graduates for collaborative practice across complex contexts by enabling learners from different disciplines to learn with, from, and about each other, the extent to which IPE initiatives have included collaborative learning between pre-service health professions and education students is unclear.

Little is known about how medical students use generative AI in research training or how supervisors respond. Using Cultural-Historical Activity Theory (CHAT), this study aimed to characterise how generative AI is reshaping the activity of learning to do research within a mandatory medical student research project, and to identify the contradictions driving that change.

Patient-Centered Communication (PCC) is essential to quality medical care and a crucial skill in medical education. While prior studies have focused on communication skills training in medical education, less is known about how learners engage in self-reflection when learning and practicing communication skills. The current study investigates levels of learner cognitive and reflective engagement with exemplar-based feedback and guided self-reflection to inform best practices for integrating self-regulated learning (SRL) supports in medical education.

Emotion is a ubiquitous component of the clinical environment that profoundly influences cognition, academic achievement, and professional identity. This Twelve Tips article highlights the importance of dismantling outdated models of emotions in health professions education and recognizing affect as a fundamental driver of clinical performance and learning. The article provides a practical guide to establishing relational trust, normalizing affective responses, cultivating emotional granularity, and developing adaptive emotion regulation skills for both learners and faculty, with consideration of the essential boundaries of the educator role and the value of shared meaning-making.

Digital technologies are increasingly embedded in health professions education, requiring students not only to perform technology-mediated practices, but also to judge when such practices can be trusted. Remote functional assessment via videoconferencing exemplifies this challenge; however, there is limited understanding of how students perceive its trustworthiness and judge its appropriateness during professional training. This study aimed to explore how physiotherapy students make sense of remote functional assessment during training, including its appropriateness and perceived trustworthiness, and to identify the educational, practical, and contextual factors shaping their professional judgement in this context.