Introduction: Lifelong learning requires sustained motivation for learning. Employing a motivational theory framework, we investigated the relationships of psychological need satisfaction, clinical teaching involvement, and lifelong learning of physicians at different career stages and in various medical specialties. We also examined the associations of physician lifelong learning with stress, burnout, teaching enjoyment, and life satisfaction, all of which are essential for physician well-being and, ultimately, for the provision of quality patient care. Methods: This was a cross-sectional study. Using survey methodology, quantitative data were collected from 202 practicing physicians in Canada. The questionnaire contained validated scales of physician lifelong learning and psychological need satisfaction, measures of clinical teaching (involvement and enjoyment), stress level, burnout frequency, and life satisfaction. Analysis of covariance and correlational analysis were performed. Results: On average, participants reported moderate to moderately high levels of lifelong learning, psychological need satisfaction, teaching enjoyment, and life satisfaction. Irrespective of career stage and specialty, physicians' psychological need satisfaction and involvement in clinical teaching were significant in relation to lifelong learning. That is, physicians who experienced greater psychological need satisfaction at work and those who were involved in clinical teaching had, on average, higher lifelong learning scores. Physician lifelong learning had significant associations with life satisfaction and teaching enjoyment but not with stress level and burnout frequency. Discussion: Fulfilling physicians' basic psychological needs at work and supporting them in their teaching roles is likely to enhance physician lifelong learning and, ultimately, quality of patient care.

Objective: Physicians are required to be lifelong learners for the provision of quality patient care. At the same time, physician wellbeing is a critical component in the delivery of such care. This study was designed to examine: (1) lifelong learning practices and leisure-time exercise habits of academic and community-based physicians; and (2) associations of leisure-time exercise with work engagement, exhaustion, and professional life satisfaction. Methods:Using an online survey, quantitative data were collected from physicians practicing in Canada. The survey contained validated scales of physician lifelong learning, leisure-time exercise, work engagement, work exhaustion, and professional life satisfaction. Descriptive, chi-square, t-test, and correlational analyses were performed.Results: Physicians (n=57) reported moderately high levels of lifelong learning, with no significant difference between academic and community-based physicians. To stay current in their practice, the majority of physicians reported exchanging ideas/asking colleagues and searching databases as questions arise (>90%), followed by engaging in clinical teaching and attending conferences and meetings of professional organizations (>80%). Watching podcasts and webinars was the least preferred lifelong learning activity (<50%). With respect to leisuretime exercise habits, more community-based physicians reported engaging in mild and/or moderate forms of exercising, whereas more academic physicians reported engaging in strenuous exercising in a typical week. Correlational analyses revealed that physicians' leisure-time exercise scores were positively correlated with professional life satisfaction (r = 0.25; p = 0.058) and work engagement (r = 0.29; p = 0.028) and negatively correlated with work exhaustion (r = −0.34; p = 0.01). Conclusions:Irrespective of the practice type, physicians tend to engage in lifelong learning activities that offer inperson interactions with colleagues and trainees. Regular participation in leisure-time exercise appears to enhance physicians' professional wellbeing. As such, these activities and habits should be encouraged, supported, and promoted within institutional culture and health systems in general.

Introduction: The objective of this study was to examine the mindsets (mastery, performance approach, performance avoidance) of early-career family physicians following graduation from a competency-based education residency program. Methods: This was a longitudinal, cohort, survey study of family medicine residents at a large Canadian university. The 2015-2017 cohort of family medicine residents was surveyed at three time points: (1) at the end of residency training; (2) at 1 year in clinical practice; and (3) at 3 years in clinical practice. We used Baranik et al’s instrument to measure three types of mindsets. We performed descriptive and multivariate analyses using SPSS 26.0 software. Results: Irrespective of the time in practice, mean scores were the highest on the mastery mindset and the lowest on the performance avoidance mindset measures (P&lt;.001). Over time, the mastery mindset scores tended to decrease (P=.04). Conclusion: Family physicians trained in competency-based education continued to be mastery-oriented in the first 3 years of clinical practice. This finding is reassuring given that the mastery mindset is associated with professional well-being and long-term success. Nonetheless, because mastery mindset scores appeared to decrease over time, residency programs need to ensure graduating residents are equipped with knowledge and tools to remain mastery-oriented throughout the course of their professional careers.

Medical learners are critical stakeholders in medical education research -they are both research participants and end-users of research findings. Traditional forms of disseminating research findings may take years to produce and may never be accessed by participants. Despite this, medical education researchers are responsible for ensuring that research findings reach medical learners faster and more directly. As such, Research Briefs can be a useful vehicle for communicating research findings, rewarding participation in research, and supporting medical learners in their journey to become doctors.We provide examples of Research Briefs that we have developed to translate knowledge and engage medical learners in our longitudinal research study. We have used Research Briefs to communicate our findings both to participating students and to the larger student community at our university. Doing so has allowed us to start raising awareness of the roles motivation and coping -specifically, achievement goals, self-compassion, and physical activity -play in the learning and well-being of our students. Keywords: knowledge translation, communication, motivation, coping Research BriefsGlobally, significant resources and time are invested in the creation of knowledge in health sciences research, including healthcare professional training. [1][2][3][4][5] Despite this, one of the most consistent findings is the failure to translate research into practice and give back to research participants directly. [1][2][3][4][5] In professional education, including medical education, traditional channels and forms of research dissemination (i.e., scientific meetings and peer-reviewed publications) may not necessarily be directly accessible to research participants. We, medical education researchers, are in the position to rectify the situation and ensure that research findings reach our learners in a timely and engaging fashion. In this article, we provide examples of Research Briefs that we have developed for the purpose of knowledge translation and giving back to our participants.The Research Brief is an evidence-based resource and knowledge translation tool used to communicate research findings directly to groups of people who may not have time, technical knowledge, or access to traditional academic forms of research dissemination (e.g., journal articles, full reports). As such, the Research Brief is a summary of research findings from one or multiple studies on a currently important topic, with a clear take-home message. The Research Brief is not a mini research report or a poster, as it does not include a methodology or sophisticated statistical analyses. It is typically one page long and focuses on providing participants with research results that they may find interesting or relevant. Although there is no "correct" way to design a Research Brief, we recommend minimizing text, usually in the form of bullets or short sentences, and creating graphical elements (e.g., figures, tables, images). Because of this structure, Researc...