Empathy - cultivated through lived experiences - finds itself at the foundation of patient-centered care. Through establishing rapport, medical students learn to acquire unique perspectives of their patients during their training years. Given its basis in cognition, it is generally agreed that empathy is a skill amenable to nurturing, and can thus be evaluated. Unfortunately, when empathy, compassion, and perspective-taking are put under the scrutiny of a standardized examination (e.g. OSCEs - objective structured clinical exams), students find themselves feigning a substandard level of empathy in order to appease their evaluators' criteria. The fact that a standardized clinical encounter is little more than a performance results in both the student and the standardized patient (SP) vying to convince each other that their performances are realistic, and medical students' desire for positive evaluations hinders their ability or willingness to connect authentically with the "patient." Consequently, for many years, medical educators have been faced with a paradox: empathy cannot exist in an inauthentic environment, and if assessment promotes inauthenticity, then it appears that empathy is a quality which cannot be assessed.

Undergraduate research and inquiry is a growing movement within the teaching and learning nexus, with many institutions developing their practices within this culture of education. This study aimed to identify the perceptions and experiences surrounding undergraduate research and inquiry among students and faculty at McMaster University in Ontario, Canada; assess the extent of research and inquiry in the design of undergraduate courses; and explore the facilitators and obstacles educators encounter when attempting to implement this educational approach. Although differences exist in student and faculty definitions of undergraduate research and inquiry, we found two principal models that characterize its structure and delivery—the scaffold model and bookend model. A third, the abstract model, does not employ the practice of inquiry. Despite numerous benefits unique to undergraduate research and inquiry education identified by stakeholders, notable barriers (such as funding, faculty buy-in, limited student experience, and inherent competition) hinder its progress. Overall, we found a diversity of undergraduate research and inquiry practices across the university, operating within varying cultures and comfort levels, which suggests unequal access for student learners.

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Feedback in medical education provides the impetus for growth in a field pressured to demonstrate continuous progress. Unfortunately, as it always incorporates some level of judgment, certain students appear more resistant than receptive to receiving feedback. Coupled with the ubiquitous stressors of medicine-examinations, perpetual knowledge acquisition, competition for employment-there subtly emerges a learning environment in which the mindset of medical trainees morphs from collegiality to outperformance of one's peers. As the unconscious mind is ultimately focused on self-protection, the cognitive response of reflecting upon received feedback is overcome by an emotional response to safeguard one's self-image against criticism in a culture of comparison. Although self-confidence plays a critical role in mitigating burnout, the relationship between resiliency and ego-armoring is rarely discussed in the literature. Consequently, despite the best intentions of educators in fostering clinical maturity among their trainees, the fact remains that insecurity, inadequacy and invulnerability continue to drive feedback-resistance among medical students.

Background Minimal exposure, misconceptions, and lack of interest have historically driven the shortage of health-care providers for older adults. This study aimed to determine how medical stu­dents’ participation in the National Geriatrics Interest Group (NGIG) and local Geriatrics Interest Groups (GIGs) shapes their career development in the care of older adults. Methods An electronic survey consisting of quantitative and qualita­tive metrics to assess the influence of Interest Groups was distributed to all current and past members of local GIGs at Canadian universities since 2017, as well as current and past executives of the NGIG since 2011. Descriptive statistics and thematic analysis were performed. Results Thirty-one responses (27.7% response rate) were collected from medical students (13), residents (16), and physicians (2). 79% of resident respondents indicated they will likely have a geriatrics-focused medical practice. 45% of respondents indicated GIG/NGIG involvement facilitated the establish­ment of strong mentorship. Several themes emerged on how GIG/NGIG promoted interest in geriatrics: faculty mentor­ship, networking, dispelling stigma, and career advancement. Conclusion The positive associations with the development of geriatrics-focused careers and mentorship compel ongoing support for these organizations as a strategy to increase the number of physicians in geriatrics-related practices.