Posts in the category


# 29 – Why can’t we agree (on HPE terminology)?

Meded and health professions education suffer from the lack of common agreement on terms. These authors set out to do something about it.  This glossary, created by a panel of experts from the UK and Ireland, can it be a starting point for discourse and debate in the HPE community? Hear how the hosts debate and give example of terms and words with double or ambiguous meaning.


#22 Feedback: Who owns it?

Students say they don’t get enough, or enough ‘good’ feedback … teachers say they deliver lots and do it well. Could some of this tension be because the role of the learner in the feedback process is underemphasized?  Students must have ‘feedback literacy’ and use behaviors that facilitate effective feedback … but what does this actually involve? Is it an issue with ‘triadic reciprocal interplay’?


#19 Long Live the Purple Scrunchy!

This work pushes beyond current notions of psychological safety and so looks not only at how educators can help protect the full breadth of identities that learners bring to medical education, but also the agency that the learners can harness. If you want to foster learning environments where each and every learner is free to be their full selves, then this is a must-listen episode.


#18 Methods Consult – Thematic analysis

Methods Consult – Thematic Analysis is an inaugural episode where Lara Varpio dig a bit deeper into the some of the science methods and theory in health professions education. In this episode, we review thematic analysis as an independent data analysis approach, following the tradition that has been laid out by Braun and Clarke in Thematic Analysis: A Practical Guide (2022). Varpio talks about the six phases in doing a reflexive thematic analysis.