This article explores the evolving landscape of social accountability in medical education through the lens of the AMEE ASPIRE-to-Excellence initiative. Social accountability has become increasingly recognized as a fundamental principle in health professional education, requiring health professional education and training programs to align their teaching, research, and service activities with the priority health concerns, namely those of the communities they serve. Drawing on the ASPIRE Social Accountability criteria, this paper outlines how these elements function not only as assessment tools but as building blocks for embedding social accountability into curricula and institutional missions. Essential elements include mission-driven leadership and governance, community co-design, equitable student recruitment, socially responsive curricula, community-engaged research, contribution to health services, impact measurement, and continuous quality improvement. The paper illustrates this through examples of excellence in different contexts and identifies key challenges and strategies for expanding social accountability in health professional education and training programs. The discussion emphasizes that social accountability is a dynamic, context-sensitive endeavor grounded in authentic partnerships, continuous quality improvement, and an inclusive approach to health, equity and diversity. The conclusion highlights the call to action: to embrace these criteria as living elements that can guide institutions in fostering socially accountable, environmentally sustainable, and technologically responsive health professionals.

Entrustable professional activities (EPAs) for entry into residency often remain broad and underspecified and lack alignment with the clinical contexts that medical graduates encounter. This study aims to identify chief complaints that can serve as context anchors for EPAs for entry into residency.

The flow of learners and healthcare professionals in Global Health remains primarily unilateral with a focus on sending individuals from high-resourced settings to resource-limited settings. There has been increased attention to promote parity in these partnerships through developing bidirectional exchanges where individuals experience the practice of medicine in other environments and are recognized as experts in their fields. This review is aimed at documenting (1) bidirectional initiatives within medical education, (2) integral features of these initiatives, (3) factors that contribute to successful partnerships, and (4) opportunities to increase parity within existing and future collaborations.

The field historically known as medical education (MEDED) has increasingly adopted the label of health professions education (HPE), signaling expansion beyond medicine. This terminological shift is evident in the scope of journals and the names of conferences and degree programs, but it appears to have occurred without the formal consensus of the health professions it now claims to represent. As disciplinary language influences identity, legitimacy, and power, it is critical to examine whether this represents a transition to genuine inclusivity or a relabeling that maintains existing structures. Understanding how journals contribute to this discursive shift is essential for charting the field's future identity.

Medical professionals may get to appreciate the experience of patients, without being patients themselves. This study explored whether VR technology can be useful for teaching medical professionals about patient experiences.

Medical students are exposed to sensitive topics throughout their university education. Topics can be sensitive based on an individual's life experience, and common examples include domestic violence and mental health. Teaching sensitive topics risks re-traumatisation, and educators typically receive little training in balancing harm minimisation and maximising preparedness to handle distressing patient encounters. A trauma-informed medical education (TIME) approach has been proposed, aiming to optimise the learning environment, improve resilience and prepare students for practice. However, perceptions of TIME and which approaches students find effective remain incompletely understood.

Item difficulty prediction is crucial for planning and administrating educational assessments, especially those with high-stakes such as medical licensing examinations. The inconsistent findings across existing studies, however, highlight a critical gap in understanding which modeling components are most influential. This research addresses this gap by systematically investigating several key factors hypothesized to affect prediction performance.

This article describes a framework to assist individuals and teams who prepare for (or are engaged in) health professions education innovations. The four essential elements are Needs Assessment, Planning, Implementation and Programme Evaluation. Each element is described in detail with a series of questions to contemplate, and to ensure that all key steps are sufficiently covered. While it is helpful to use this process at the beginning of a project, it will be necessary to develop a continuing cycle of reflection. Needs change and a rapid quality improvement cycle will help maintain relevance and thus effectiveness. It will promote dissemination to inspire educators at the same or other institutions. The four-element framework was developed by the ASPIRE-to-Excellence Award Panel and Academy Section for Innovative and Inspirational Approaches to Health Professions Education (I&I). Examples from 11 awardees from four continents are provided. They illustrate innovative and inspirational work that can stimulate more progress in the field.

This study investigates whether ChatGPT can generate clinically accurate and pedagogically valuable maps for clinical reasoning (CR) training. The aim is to assess its potential as a tool for supporting the creation of high-quality educational resources for CR training.

Co-creation has emerged as a transformative approach to meaningful collaboration among students, teachers, and other key stakeholders. Although co-creation aims to integrate all stakeholders' diverse perspectives and foster engagement, motivation, and ownership among them, some practical challenges can impact its implementation. The operationalization of co-creation needs a feasible, step-by-step plan to address interpersonal, practical, and institutional challenges, which can undermine co-creation. This guide examines how Artificial Intelligence (AI) can be leveraged across all phases of the co-creation cycle-preparation, conduction, and follow-up. It offers innovative insights into the intentional deployment of AI tools to enhance collaboration while preserving the relational essence of co-creation. We describe how AI can facilitate recruitment of diverse participants, design and planning of co-creation activities, brainstorming, shared decision-making, process evaluation, dissemination of outcomes, and integration of co-created outcomes into the curricula. This guide applies the Substitution, Augmentation, Modification, Redefinition (SAMR) model and the Technology-Organization-Environment (TOE) framework to theoretically examine how AI can enhance or fundamentally reshape co-creation. It also underscores essential ethical considerations for integrating AI into co-creation. After reading this guide with comprehensive and practical guidelines, educators can effectively integrate AI into co-creation initiatives, aiming to enhance both the processes and outcomes of co-creation.

As equity, diversity, inclusion, and anti-oppression education gains prominence in health professions education (HPE), faculty development programs are increasingly tasked with addressing systemic inequities and fostering transformative change. Little is known about the principles that guide the development of anti-oppressive faculty development programs, the decisions involved in their creation, or the challenges they face during implementation and sustainability.

Most of our medical students are neither from, nor live in, the city we serve. They spend limited time in neighborhoods and among neighbors, instead forming relationships with community members in the inherently hierarchical clinical setting. Physical and symbolic barriers risk reinforcing these existing hierarchies and deepening divides between patients and providers. In partnership with community members, we co-designed a novel 6-session course for preclinical medical students. Class sessions took place at sites of public art throughout Camden and utilized Visual Thinking Strategies (VTS) to facilitate discussion among students and community members. Students and community members appreciated the opportunity to connect . Students found the course highly useful and expressed a better understanding of, and curiosity about, Camden. Students also enjoyed the opportunity to be outdoors and explore the neighborhood beyond the medical campus. While our intervention concentrated on public art in Camden, the framework is universal and can be applied at any institution to create an education experience outside the bounds of the medical establishment. We will conduct formal qualitative analysis of survey data and focus groups to evaluate the educational impact over time and assess if this intervention shifts students' perceptions of our community and its residents.

Speaking-up behavior is crucial for preventing patient harm, yet evidence suggests that increased clinical experience does not necessarily promote it. Gender, contextual factors, and prior patient safety training may also influence speaking-up tendencies, but research on their interaction remains limited. To address this gap, this study examines the impact of clinical experience, gender, patient safety training, and scenario severity on speaking-up behavior to inform targeted educational interventions.

Single best answer (SBA) questions are used widely in both undergraduate and postgraduate examinations, while very short answer (VSA) questions enable a more authentic assessment of applied knowledge. Variation in SBA and VSA examination results under standard and extended time conditions remains unclear and warrants investigation to ensure fair and inclusive assessment practices.

Written reflections are common in medical education. However, they do not appear to be used in assessments of student engagement. Student engagement is an important educational construct, with implications for learning and academic performance. This article seeks to suggest the integration of qualitative written reflections when assessing student engagement, with the purpose of augmenting quantitative measures. The use of reflections in conjunction to surveys adds nuance and the students' own voice. We present an example illustrating how written reflections can be integrated to augment survey data of student engagement. The illustration depicts a link between quantitative survey data and qualitative quotes from written reflections. Data in this illustration were generated using the Burch Engagement Survey for Students and written reflections compiled in line with the Fifty-five Word Stories technique. This integration leverages students' own words to capture their engagement. Written reflections can be used to augment quantitative survey data on student engagement. They present a convenient way of uncovering the student's voice regarding student engagement, thus explaining engagement took place or was experienced. While we believe that this integration is innovative, large-scale and multi-institutional studies are required to establish best practices.