Editor in Chief
Kevin Eva Vancouver
Iris Poesse Oxford
Senior Deputy Editor
John Norcini Philadelphia
Rola Ajjawi Melbourne
Jack Boulet Philadelphia
Shiphra Ginsburg Toronto
Esther Helmich Amsterdam
Brian Jolly Newcastle, Au
Sue Kilminster Leeds
Stephen Lurie Rochester
Geoff McColl Melbourne
Lynn Monrouxe Linkou, Taiwan
Charlotte Ringsted Copenhagen
Tim Wilkinson Christchurch
Really Good Stuff
M Brownell Anderson Philadelphia
When I say...
Kieran Walsh London
Lambert Schuwirth Adelaide
Quality and Standards
Chair: Larry Gruppen Ann Arbor
David Brewster Timor-Leste
Kenneth Calman Glasgow
Richard Cruess Montreal
Wendy Rogers Adelaide
Avinash Supe Mumbai
Olle Th J ten Cate Utrecht
Anna Rivers Oxford
Sheryl Acorda Manila
Socio-cultural inﬂuences determining female medical graduates’ entry into medicine
In Pakistan, 70% of the medical student body now consists of women yet it is
estimated that only half of them will practice medicine following graduation. This
study explores the complex sociocultural norms that contribute to this paradox.
These include norms of early marriages for daughters, entrenched traditional
gender roles for women as homemakers/mothers compounded by female
unfriendly postgraduate training programs. The ﬁndings are not only relevant for
other countries in the region sharing similar values but in light of increasing
migration of medical professionals and preponderance of diasporas, they are also
useful for medical educationalists around the world.
Moazam F, Shekhani S. Why women go to medical college but fail to practise medicine:
perspectives from the Islamic Republic of Pakistan. Med Educ 2018; 52 (7):705–15.
Making the resident-supervisory relationship work
To optimise the learning potential of clinical encounters it is essential that residents and
their supervisors achieve a shared understanding to accomplish common goals in patient
care. Olmos-Vega et al. used the ‘intersubjectivity’ concept as a conceptual framework to
examine and analyse how successful engagement between residents and supervisors is
achieved. They used constructivist grounded theory to study the social processes
involved. The results of their analysis give insight into the development and adaptations
necessary for effective supervisory dyadic interaction and provide suggestions on how to
ensure positive outcomes of what can be a challenging relationship.
Olmos-Vega FM, Dolmans DHJM, Guzm
an-Quintero C, Stalmeijer RE, Teunissen PW.
Unravelling residents’ and supervisors’ workplace interactions: an intersubjectivity
study. Med Educ 2018; 52 (7):725–35.
Microblogging on social media platforms has become a popular means of dynamic
personal and professional communication and networking activities. The hashtag
#TipsforNewDoctors is used on the Twitter platform by a wide variety of
contributors to offer advice to newly qualiﬁed doctors. Rashid et al. selected this
meta-data tag to analyse comments posted just prior to the ﬁrst day of work for
newly qualiﬁed doctors in the UK. Their aim was to further understand the purpose
and nature of the advice offered at a signiﬁcant time to new medical professionals.
Their ﬁndings provide insight into how these online posts contribute to
development of professional identity, knowledge and socialisation and may offer
opportunities to identify key issues and gaps in medical education.
Rashid MA, McKechnie D, Gill D. What advice is given to newly qualiﬁed doctors on
Twitter? An analysis of #TipsForNewDocs tweets. Med Educ 2018; 52 (7):747–56.
Patients’ written communication narratives
Patient-centred communication teaching is core to health professions education.
However, patient involvement is uncommon in communication education design. In
this study, patients shared stories about interactions with health professionals, detailed
their actions and expressed rich emotion; emotion that may or may not be shared with
the health professional they encountered. This was particularly problematic for
situations where patients expressed negative emotions and chose not to return for
ongoing care. The authors propose that written narratives such as these may be used
as resources for patient-centred communication teaching, and that teaching should
emphasise the importance of patient feedback on communication practice.
Denniston C, Molloy E, Rees C. ‘I will never go back’: patients’ written narratives of
health care communication. Med Educ 2018; 52 (7):757–71.
681ª 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education;
MEDICAL EDUCATION 2018 52: 681
in this issue