Jason Frank, Jonathan Sherbino, Linda Snell & Lara Varpio & PAPERs Podcast Crew
#78 - Wrapping Papers (from 2024)
JAN 7, 202543 MIN
#78 - Wrapping Papers (from 2024)
JAN 7, 202543 MIN
Description
What happens when we set our hosts loose to pick their must-read list of 2024 from papers that didn’t make it into the episodes for all kinds of reasons? You get “Wrapping Papers,” a special year-end episode where Jason, Lara, Linda, and Jon share their favorites with you. <br /><br />This episode is a celebration of the scholarship that inspires us—and you. Tune in for lively discussions, shared insights, and a reminder of why this work matters so much.<br /><br />You can find the papers, summary of the discussion and links at the <a href="https://paperspodcast.ki.se/2025/01/07/79-wrapping-papers-2024/" target="_blank" rel="noreferrer noopener">episode webpage</a><br /><br /><b>PAPERs Podcast are:</b><br />Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda Snell<br />Technical Producer: Samuel Lundberg<br />Web Manager: Alex Alexandersson<br />Executive Producer: Teresa Sörö<br /><br />This is a production from Karolinska Institutet<br /><br />Articles from this episode:<br /><ol><li>Varpio, L. (2024). <a href="https://doi.org/10.5334/pme.1540" target="_blank" rel="noreferrer noopener">Creating Effects in Your Writing—Tools to “Use” (or Not). </a>Perspectives on Medical Education, 13(1).</li><li>Irlam, J., Reid, S., & Rother, H.-A. (2024). <a href="http://1." target="_blank" rel="noreferrer noopener">Education about planetary health and sustainable healthcare in low- and middle-income countries: Planetary Health Report Card assessment of perceptions at University of Cape Town Faculty of Health Sciences</a>. Education for Health, 37(1), Article 1.</li><li>Lingard, L. (2023). <a href="https://paperspodcast.ki.se/Identifying%20and%20Mastering%20%E2%80%9CDear%20Reader%E2%80%9D%20Moments." target="_blank" rel="noreferrer noopener">Metacommentary: Identifying and Mastering “Dear Reader” Moments.</a> Perspectives on Medical Education, 12(1).</li><li>Norman, G., Pelaccia, T., Wyer, P., & Sherbino, J. (2024). <a href="https://doi.org/10.1111/jep.13998" target="_blank" rel="noreferrer noopener">Dual process models of clinical reasoning: The central role of knowledge in diagnostic expertise.</a> Journal of Evaluation in Clinical Practice, 30(5), 788–796.</li><li>Stalmeijer, R. E., Brown, M. E. L., & O’Brien, B. C. (2024). How to discuss transferability of qualitative research in health professions education. The Clinical Teacher, 21(6), e13762. <a href="https://doi.org/10.1111/tct.13762" target="_blank" rel="noreferrer noopener">https://doi.org/10.1111/tct.13762</a> </li><li>Lucas, H. C., Upperman, J. S., & Robinson, J. R. (2024). <a href="https://doi.org/10.1111/medu.15402" target="_blank" rel="noreferrer noopener">A systematic review of large language models and their implications in medical education. </a>Medical Education, 58(11), 1276–1285.</li><li>Mokhachane, M., Wyatt, T., Kuper, A., Green-Thompson, L., & George, A. (2024). <a href="https://doi.org/10.1080/10401334.2023.2224306" target="_blank" rel="noreferrer noopener">Graduates’ reflections on professionalism and identity: Intersections of race, gender, and activism</a>. Teaching and Learning in Medicine, 36(3), 312–322.</li><li>Ellaway, R. H., O’Brien, B. C., Sherbino, J., Maggio, L. A., Artino, A. R. J., Nimmon, L., Park, Y. S., Young, M., & Thomas, A. (2024).<a href="https://doi.org/10.1097/ACM.0000000000005730" target="_blank" rel="noreferrer noopener"> Is there a problem with evidence in health professions education?</a> Academic Medicine, 99(8), 841.</li></ol>
