To define or not to define: a commentary on 'The case for metacognitive reflection'.

In this commentary, the authors comment on a recent paper that argued for clear definitions of metacognition, reflection, and metacognitive reflection. Challenging the notion that exclusive definitions are essential to the sciences of health professions education, the authors argue for approaches that define conceptual spaces in which different definitional positions can coexist and scholarship based on similarity rather than identity can be pursued.

Reproducibility and replicability in health professions education research.

In this editorial the editor considers the twin issues of replicability and reproducibility in health professions education research, and notes challenges and opportunities that scholars in the field face in attending to the replicability and reproducibility of the work they produce.

Navigating discourses of feedback: developing a pattern system of feedback.

Although feedback is often presented as if it were a well-understood concept in health professions education, in practice it can mean many things. For some, feedback is a conversation about defining and improving performance, while for others it is the information generated by assessments and tools. Indeed, feedback has variously been defined as a process, as data, as a conversation, and as a reflective exercise.

Does authentic assessment undermine authentic learning?

In this editorial the editors consider the ideals and realities of high and low stakes assessments in clinical workplaces, the impact of these assessments on clinical workplace learning, and the clash between authenticity in assessment and authenticity in learning.

Where have all the reviewers gone?

In this editorial the editor considers the growing challenges journals are facing in securing peer reviewers, some of the approaches being tried to address this problem, and the prospects for sustaining communities of scholars with and without an ongoing commitment to peer review.

"Those Darn Kids": Having Meaningful Conversations about Learner Resistance in Medical Education.

The concept of describes the principles professionals should follow when they seek to counter social harm and injustice. Applied to medical education, the principles of professional resistance can help learners and teachers balance the responsibilities to respond to harm and injustice with their roles and responsibilities as health professionals. However, there remains the problem of how educators and leaders can constructively respond to learner acts of resistance.

Historicity and the impossible present.

In this editorial the editor considers issues of historicity (understanding things in their historical context) in health professions education and the sciences thereof, and argues for more attention to historical and other contextual factors in creating and appraising the research literature.

Storylines of Trauma in Health Professions Education: A Critical Metanarrative Review.

Phenomenon: Learners in medical education are often exposed to content and situations that might be experienced as traumatic, which in turn has both professional and personal implications. The purpose of this study was to synthesize the literature on how trauma has been conceptualized and approached within medical education, and the implications thereof.

Approach: A metanarrative approach was adopted following the RAMESES guidelines.

No cow on the ice: a tail of word games.

In this editorial, the editors raise the issues of language games in the field of health profession education and examines the implications of translating and communicating meaning from one context to another. This examination raises five issues that scholars in healthcare professions education should consider.

A meta-study analysing the discourses of discourse analysis in health professions education.

Introduction: Discourse analysis has been used as an approach to conducting research in health professions education (HPE) for many years. However, because there is no one 'right' interpretation of or approach to it, quite what discourse analysis is, how it could or should be used, and how it can be appraised are unclear. This ambiguity risks undermining the trustworthiness and coherence of the methodology and any findings it produces.

Trust, but verify.

In this editorial, the editor considers issues of trust, accountability, and verification in the work of scholars, institutions, and journals, and challenges readers to examine the interdependencies of trust, accountability, and verification in shaping the field of health professions education.

Disclaimers.

This editorial examines the place and role of disclaimers in academic publishing, both explicit and explicit.

Researching models of innovation and adoption in health professions education.

Background: Despite the constant presence of change and innovation in health professions education (HPE), there has been relatively little theoretical modelling of such change, the experiences of change, the ideology associated with change or the unexpected consequences of change. In this paper, the authors explore theoretical approaches to the adoption of innovations in HPE as a way of mapping a broader theoretical landscape of change.

Method: The authors, HPE researchers with an interest in technology adoption and systemic change, present a narrative review of the literature based on a series of thought experiments regarding how communities and individuals respond to the introduction of new ideas or methods.

Artificial scholarship: LLMs in health professions education research.

This editorial examines the implications of artificial intelligence (AI), specifically large language models (LLMs) such as ChatGPT, on the authorship and authority of academic papers, and the potential ethical concerns and challenges in health professions education (HPE).

Inattention in health professions education scholarship.

In this editorial, the Editor-in-Chief considers inattention to details and the implications thereof in education scholarship and academic writing.

How much is enough?

In this editorial, the Editor-in-Chief considers the question of 'how much is enough?' in health professions education and health professions education research, and she explores some of the implications of how this perennial question might be answered.

Whose problem is it anyway? Confronting myths of 'problems' in health professions education.

Introduction: The growing interest in knowledge translation and implementation science, both in clinical practice and in health professions education (HPE), is reflected in the number of studies that have sought to address what are believed to be evidence-practice gaps. Though this effort may be intended to ensure practice improvements are better aligned with research evidence, there is a common assumption that the problems researchers explore and the answers they generate are meaningful and applicable to practitioner needs.

Methods: This Mythology paper considers the nature of problems from HPE as the focus of HPE research and the ways in which they may or may not be aligned.

Physician resistance to injustice: A scoping review.

Throughout history, physicians have been involved in acts of resistance to systems of harm and injustice. However, resistance has seemed to have had little legitimate place in physician professionalism or in formal professional practice. As the challenges to physicians and the profession continue to mount, there is a pressing need to understand how it might be articulated and understood.

CARDA: Guiding document analyses in health professions education research.

Introduction: Documents, from policies and procedures to curriculum maps and examination papers, structure the everyday experiences of health professions education (HPE), and as such can provide a wealth of empirical information. Document analysis (DA) is an umbrella term for a range of systematic research procedures that use documents as data.

Methods: A meta-study review was conducted with the aims of describing the current state of DA in HPE, guiding researchers engaging in DA and improving methodological, analytical and reporting rigour.

This was the first ….

In this editorial, two of the Journal's editors reflect on why many authors emphasize in their study being the first one to focus on a given topic. They explore why authors may engage in this behavior and they offer guidance to authors as to how to strengthen the rationale for their work besides 'being first.'