Creativity: A viable and valuable competency in medicine? A qualitative exploratory study.

Purpose: To explore and describe medical students, postgraduate medical trainees, and medical specialists' perceptions of creativity, the importance they attach to creativity in contemporary healthcare, and, by extension, how they feel creativity can be taught in medical education.

Methods: The authors conducted seven semi-structured focus groups with medical students ( = 10), postgraduate medical trainees ( = 11) and medical specialists ( = 13).

Results: Participants had a trifurcated perception of creativity, which they described as a form of art that involves thinking and action processes.

Roses and Balances: A Paradigm for Constructive Ethical Review of Health Professions Education Research.

Recently, the balance between value and necessity of ethical review of health professions education research has been debated. At present, there are large differences in how ethical review of research proposals for health professions education is organized. We present a framework that describes the organization of ethical review in health professions education research, based on the interpersonal circumplex model, also known as Leary's Rose.

Perception of social media behaviour among medical students, residents and medical specialists.

Introduction: Behaviour is visible in real-life events, but also on social media. While some national medical organizations have published social media guidelines, the number of studies on professional social media use in medical education is limited. This study aims to explore social media use among medical students, residents and medical specialists.

Specialty Training's Organizational Readiness for curriculum Change (STORC): validation of a questionnaire.

Background: The field of postgraduate medical education (PGME) is continuously evolving as a result of social demands and advancing educational insights. Change experts contend that organizational readiness for change (ORC) is a critical precursor for successful implementation of change initiatives. However, in PGME, assessing change readiness is rarely considered while it could be of great value for managing educational change such as curriculum change.

Are they ready? Organizational readiness for change among clinical teaching teams.

Introduction: Curriculum change and innovation are inevitable parts of progress in postgraduate medical education (PGME). Although implementing change is known to be challenging, change management principles are rarely looked at for support. Change experts contend that organizational readiness for change (ORC) is a critical precursor for the successful implementation of change initiatives.