The transformative learning potential of feedback, a key pillar of competency-based medical education, can only be fully realised when a learner's preferences are integrated into the feedback process. However, there is limited understanding of medical residents' preferences, which could better inform this process. This study investigates patterns in emergency residents' perspectives on preferences for feedback features and their potential implications on learning.

This scoping review explores the impact of coaching on the professional identity formation (PIF) of postgraduate medical trainees. Although coaching is well-documented in undergraduate medical education, its role in postgraduate medical education (PME) remains underexplored. This review aims to identify enablers and barriers to coaching in PIF, examine modalities employed and assess coaching's contribution to developing well-rounded, resilient physicians.

Impaired wellness among residents has become a global concern, with burnout, stress and fatigue linked to negative outcomes for both residents and patients. To date, most of the existing research has come from Western contexts, where cultural norms and training structures may significantly differ from those in other regions. However, there remains limited understanding of how residents in non-Western settings experience and interpret impaired wellness. This study aims to explore the perceptions and experiences of residents' impaired wellness within the context of residency training in China.

Critical thinking skills (CTS) are essential in medical education. Problem-based learning (PBL) effectively develops CTS, with generative AI (e.g., ChatGPT) offering enhancement potential.