Uncovering the components of therapeutic empathy through thematic analysis of existing definitions.

Objectives: To identify the components of therapeutic empathy based on a review of existing definitions.

Methods: A search for therapeutic empathy definitions was conducted in two stages. First, a list of empathy definitions from within healthcare contexts was compiled using existing systematic reviews and a database of empathy definitions.

Considerations of equity, diversity and inclusion in peer reviews conducted for Medical Education.

What equity, diversity and inclusion issues are commented upon by Med Educ's reviewers? This commentary offers an analysis and recommendations for authors, reviewers and editors alike.

Residents' perceptions of what makes feedback valuable in workplace-based learning: A discrete choice experiment.

Introduction: Research on feedback has shifted emphasis away from its 'delivery' to consideration of the interaction between individual learners and their 'feedback provider'. The complexity inherent in determining whether feedback is perceived as valuable by learners, however, can quickly overwhelm educators if every interaction must be considered completely idiosyncratic. We, therefore, require a better understanding of variability in the ways in which feedback is perceived.

From constructive to critical and everywhere in between: education leaders' decision-making related to harsh feedback from learners about their teachers.

Feedback from learners is important to support faculty development, but negative feedback can harm teachers' motivation, engagement, and retention. Leaders of educational programs, therefore, need to balance enabling students' voices to be heard with maintaining teachers' enthusiasm and commitment to teaching. Given the paucity of research to explain or guide this struggle, we explored why and how education leaders grapple with negative learner feedback received about their teachers.