Paper's Podcast theme collection: Doctoral students

#25 ChatGPT4 Unplugged: The Academic Writer’s Secret Weapon 

The article discusses the utility of ChatGPT for academic writing. The author recommends using ChatGPT to support laborious writing tasks and refining its output with one’s unique voice and style for creative writing. 

Key points episode 25:

• Incremental prompting: Emphasizes training ChatGPT4 with step-by-step prompts in each new session.
• Brainstorming & outlining: Highlights its ability to generate outlines, titles, and summaries to overcome writer’s block.
• Editing & refinement: Demonstrates how it can review and improve clarity, while requiring your unique voice for creative tasks.
• Task differentiation: Distinguishes between routine writing tasks for AI assistance and the creative, personal aspects of writing.
• Policy awareness: Advises checking target journals’ policies on generative AI before incorporating its output.

Article discussed in the episode:
Lingard, L. (2023). “Writing with ChatGPT: An illustration of its capacity, limitations & implications for academic writers”. Perspectives on Medical Education, 12(1), Article 1.

#27 Don’t write an ethics statement in your paper without Appendix 3! 

In this episode, the hosts talk about a very short, but very important statement that should be in all our publications: the ethics statement. What do you put in that statement? What should you put in it? This discussion will make sure you know.

Key points episode 27:

• Examines the role of ethics statements in academic publishing.
• Explains why Appendix 3 is essential for crafting thorough ethics statements.
• Highlights key elements that should be included to ensure ethical integrity.
• Discusses common pitfalls and how to avoid vague or insufficient statements.
• Considers the broader impact of ethics statements on research transparency.

Article discussed in the episode: 
Schutte, T., Fasel, M. E., Fokkens, J. T., & Wouters, A. (2023). “The reporting of ethical review and ethical considerations in articles published in medical education journals: A literature review”. Medical Education, 57(9), 870–878.

#28 Early career specials

Welcome to a special episode of the podcast, where we showcase the work of early career scholars in health professions education from around the world. This is part one of a two-part series, where we will hear from three different researchers who have been nominated by colleagues to share their projects and insights.

Key points episode 28:

• Showcases the work of early career scholars in health professions education.
• Highlights diverse research topics, including curriculum design, assessment, feedback, and professional identity.
• Features scholars from across the world tackling global health education challenges.
• Encourages collaboration and engagement with emerging education researchers.
• Part one of a two-part series spotlighting innovative contributions to the field.

Gust speakers:

Anthea Hansen, is a lecturer and a PhD candidate in health professions education at Stellenbosch University in Cape Town, South Africa.

• Hansen, A., Engel-Hills, P., Jacobs, C., Blitz, J., Cooke, R., Hess-April, L., Leisegang, K., Naidoo, N., Volschenk, M., & van Schalkwyk, S. (2023). “Understandings and practices: Towards socially responsive curricula for the health professions”. Advances in Health Sciences Education, 28(4), 1131–1149.

Megan Brown, is a senior research associate at Newcastle University in the UK, where she completed her PhD in medical education in 2022. 

• Brown, M. E. L., Kelly, M., & Finn, G. M. (2021). “Thoughts that breathe, and words that burn: Poetic inquiry within health professions education”. Perspectives on Medical Education, 10(5), 257–264.
• Brown, M. E. L., Hunt, G. E. G., Hughes, F., & Finn, G. M. (2020). ” ‘Too male, too pale, too stale’: A qualitative exploration of student experiences of gender bias within medical education”. BMJ Open, 10(8), e039092.

Sarah Burm, is an assistant professor at Dalhousie University in Halifax, Canada, where she works in the Office of Continuing Professional Development and Medical Education. 

• Burm, S., Deagle, S., Watling, C. J., Wylie, L., & Alcock, D. (2023). “Navigating the burden of proof and responsibility: A narrative inquiry into Indigenous medical learners’ experiences”. Medical Education, 57(6), 556–565.

#32 Early Career Specials – Part 2

In this episode, we will learn about the diverse topics and methods that these scholars are using to advance the field of health professions education. They are tackling issues such as power dynamics, assessment, feedback, professional identity, and more. We hope that their stories will inspire you to connect with them, explore their work, and pursue your own education scholarship.

Key points episode 32:

• Showcases the work of early career scholars advancing medical education.
• Highlights research on power dynamics, clinical reasoning, and narrative analysis.
• Features scholars tackling issues like assessment, feedback, and professional identity.
• Emphasizes interdisciplinary collaboration to enrich health professions education.
• Part two of a two-part series spotlighting emerging researchers in the field.

Guest speakers

Dr Natasja Looman is a researcher at Radboud University Medical Center in the Netherlands. Her research focuses on exploring power dynamics and their impact on intraprofessional learning.

Selected articles

• Looman, N., van Woezik, T., van Asselt, D., Scherpbier-de Haan, N., Fluit, C., & de Graaf, J. (2022). “Exploring power dynamics and their impact on intraprofessional learning”. Medical Education, 56(4), 444–455.
• Looman, N., Fluit, C., van Wijngaarden, M., de Groot, E., Dielissen, P., van Asselt, D., de Graaf, J., & Scherpbier-de Haan, N. (2020). “Chances for learning intraprofessional collaboration between residents in hospitals”. Medical Education, 54(12), 1109–1119.
• Looman, N., de Graaf, J., Thoonen, B., van Asselt, D., de Groot, E., Kramer, A., Scherpbier, N., & Fluit, C. (2022). “Designing the learning of intraprofessional collaboration among medical residents“. Medical Education, 56(10), 1017–1031.

#51 – Does Big Data Mean Big Evidence?

This episode explores whether large national datasets can provide the evidence needed to improve Health Professions Education (HPE) by examining the potential benefits and challenges of aggregating data across the medical education continuum.

Key points episode 51:

• Explores how big national datasets could improve graduate medical education (GME).
• Discusses the lack of comprehensive, longitudinal HPE data and the barriers to data aggregation.
• Highlights the potential for AI and machine learning to enable precision education.
• Proposes a model for data-sharing infrastructure with common standards and identifiers.
• Outlines next steps, including data inventory, pilot projects, and governance frameworks to support data collaboration

Article discussed in the episode:
Thelen, A. E., George, B. C., Burkhardt, J. C., Khamees, D., Haas, M. R. C., & Weinstein, D. (2024). “Improving Graduate Medical Education by Aggregating Data Across the Medical Education Continuum”. Academic medicine: journal of the Association of American Medical Colleges. , 99(2), 139–145.