A longitudinal qualitative study following 12 medical students through a clerkship year, connecting what they expected to learn, how they learned, and what they took away.
2026.09.30 · Views · Han 외 (2015)
Two studies on feedback and online clinical reasoning in clerkships are examined from a workplace learning perspective, exploring work-based learning opportunities and student engagement.
2026.09.28 · Views
Examining online learning concepts and post-pandemic medical education by redesigning learning experiences, from classroom interaction to community participation and workplace learning.
2026.09.28 · Views
Grouping three papers by their arrangement of learning activities, this review examines how pre-learning, in-person discussions, and assessments lead to clinical performance.
2026.09.28 · Views
Four articles from the Korean Medical Education Review are grouped by conditions for participation, practice design for clinical reasoning, and organizational support.
2026.09.28 · Views
Examining four AMEE Guides on scale development, smartphone data collection, audio diaries, and doctoral supervision by connecting research design and execution.
2026.09.27 · Views
This review examines the relationship between evidence reporting, accessibility, and relevance, and field implementation and organizational learning.
2026.09.27 · Views
A review of curriculum reform studies from Yonsei, Seoul National, a UK medical school, and Missouri, examining how goals shape courses, support, and decisions through design and evaluation.
2026.09.27 · Views
Five papers on US graduate medical education accountability, UK medical school expansion, basic science faculty in Korea, a regional admission policy case, and a Canadian family medicine programme.
2026.09.27 · Views
Five papers on a professional identity formation review, professionalism curricula, electives, resident identity work, and the junior attending role, read together through the lens of changing roles.
2026.09.27 · Views
A review of four qualitative studies examining medical career transitions through shifts in responsibility distribution, supervisory relationships, and workplace participation.
2026.09.27 · Views
Four texts on the 2024 medical crisis, moral injury, and clinical narratives are read together to examine what health policy and clinical experience mean for physicians' work and learning.
2026.09.27 · Views
A scoping review, a systematic review on student learning, and an AI-based OSCE deployment study are synthesized to examine AI usage patterns, measurement targets, and roles in practice.
2026.09.27 · Views
This review synthesizes five texts on Health Systems Science, admissions, digital transformation, student research, and relational learning to examine organizational changes in medical training.
2026.09.27 · Views
Grouping an editorial, book review, and curriculum study, this post examines how the understanding of human beings takes shape through learning activities and assessments.
2026.09.27 · Views
A review of four articles exploring medical students' career preparation, physicians' career choices by stage, residents' intentions toward academic medicine, and academic medical center operations.
2026.09.27 · Views
This review examines the definition, learning process, and educational support of reflection through three AMEE Guides and a qualitative study of GP registrars' experiences.
2026.09.27 · Views
This review groups five papers on CBE design, EPA concepts, curriculum changes, and training experiences to examine how competency judgments shape learning and professional growth.
2026.09.27 · Views
A literature review on adaptive expertise, a theoretical paper proposing its combination with reflective practice, and an observational study on emergency medicine residents.
2026.09.27 · Views
A review of four papers exploring the design principles of precision education, personalization in CBME, AI teaching assistants, and the meaning of precision.
2026.09.27 · Views
Drawing on 15 academic publications, this review summarizes authors’ reports and proposals on interrupted study, curricula and training, faculty work, mental health, and career choices.
2026.09.24 · Views
AMEE Guide No. 97 applies the capability approach to medical education design and evaluation, exploring how learners choose and pursue valued lives through core concepts and hypothetical cases.
2026.09.24 · Views · Sandars 외 (2015)
A cross-sectional study of 276 residents at 32 Japanese hospitals examined how workplace social capital relates to well-being and work engagement, outlining implications for medical training.
2026.09.24 · Views · Fujikawa 외 (2024)
Summarizes the DMH curriculum review, the I-E-O longitudinal data model, and the YES 3.0 case, and reads them against work on curriculum development, learning environments, and learning analytics.
2026.09.20 · Views