How the mapping of threshold concepts across a master's programme in health professions education could support the development of mastersness.

Introduction: Global trends towards the professionalization of Health Professions Education (HPE) have catalyzed the proliferation of degree-awarding programmes in HPE. We apply the theoretical lens of threshold concepts to explore the required levels of Master's in HPE (MHPE) learning and teaching, with a view to determining how students might be supported to engage meaningfully with learning.

Methods: Qualitative data were collected with a series of nominal group discussions.

Medical teachers' identity learning during major curriculum renewal: A landscapes of practice perspective.

Purpose: To explore how medical teachers navigate their professional identities when required to implement critical pedagogy during an undergraduate curriculum renewal initiative.

Methods: A qualitative exploratory study was conducted, using focus groups and individual interviews with twenty-six purposively selected undergraduate medical teachers at a South African university. Data were transcribed, coded, and thematically analysed.

Exploring the use of a digital anatomy learning platform in a second-year medical student cohort.

Digital anatomy learning platforms hold potential academic benefits, yet there is currently no universally accepted pedagogical framework guiding their utilization. This study applied the lens of Laurillard's conversational framework to explore second-year medical students' experiences with a digital anatomy learning platform at a South African university. An explanatory sequential mixed methods design was employed.

Understandings and practices: Towards socially responsive curricula for the health professions.

Global health inequities have created an urgency for health professions education to transition towards responsive and contextually relevant curricula. Such transformation and renewal processes hold significant implications for those educators responsible for implementing the curriculum. Currently little is known about how health professions educators across disciplines understand a responsive curriculum and how this understanding might influence their practice.

Planned or emergent? An evaluation of a Master's in Health Professions Education programme.

Background: Programme developers have the responsibility of ongoing programme renewal and evaluation to ensure that curricula remain responsive to rapidly changing educational and healthcare contexts. In reporting on programmes, significant emphasis is often placed on content and outcomes of Master's in Health Professions Education (MHPE) programmes. However, less emphasis has been placed on meaningful evaluation of all aspects of these programmes, particularly from a student perspective including what worked and what needs to be enhanced, as well as any emergent or unplanned factors.