Job Roles of the 2025 Medical Educator

An Innovative Pharmacology Curriculum for Medical Students: Promoting Higher Order Cognition, Learner-Centered Coaching, and Constructive Feedback Through A Social Pedagogy Framework

“…This investigation has shown in the setting studied that the social pedagogy curricular model we developed, in which pharmacology learning was nested, birthed a culture embraced and sustained by our community of teachers and learners. This culture involved processes where learners and faculty, over the course of the academic year, acquired habits of self-directed assessment seeking and learner-centered coaching, respectively [3,37]. In other words, the model taught learners to look outward to peers, faculty, and external sources of information for credible and constructive feedback, and that this feedback could be trusted as a basis to direct performance improvement [35].…”

“…Karen:-I'm wrestling with how to reconcile acetaminophen use in children versus neonates. We also explored the degree to which our approach re ected key principles of social pedagogy, and found that learners were (1) routinely seeking and sharing information with one another; (2) identifying peer misperceptions or errors and providing gentle correction and guidance; (3) reframing what they have learned at the molecular or cellular level in a whole patient context; (4) transferring learning to their weekly primary care clinical medical student home (MeSH) sites and applying it with patients where appropriate and under supervision; (5) providing evidence-based answers by accessing, screening, analyzing, and citing the literature base; and (6) asking their own self-generated questions of one another. Additional characteristics of social pedagogy demonstrated during wiki interactions included faculty providing external guidance to foster cognitive bootstrapping, scaffolding, and exibility in learners; and unobtrusively monitoring learner progress and interactions online.…”

Envisioning the Future of Academic Writing

“…Readers must pick and choose what to read, and curation is essential to staying up-to-date on the medical education research and practice that is most relevant for each individual. [7][8][9] The digital age will continue to transform. Technology will evolve continuously with new ways to access, share, and interact with literature.…”

Clinical Improvement Interventions for Residents and Practicing Physicians: A Scoping Review of Coaching and Mentoring for Practice Improvement

“…Common elements of various nonclinical coaching frameworks include interactions between coach and learner that occur over several observations and time and depend on a trusted respect‐based bond; direct contemporaneous observation of practice in the clinical environment; clearly defined and specific areas of analysis and improvement; creation of a cycle of continuous skill/performance improvement in the learner (rather than reach a finite endpoint); encouragement of critical self‐reflection and collaborative goal‐setting; and feedback and reflections that are timely, specific, actionable, and task‐directed . There is some debate within the literature about the timeline for coaching, with some advocating for a longitudinal relationship and others noting that it can be time‐limited . Table shows a summary of various definitions of coaching and mentorship in the literature.…”