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.