Clinical Reasoning is the process every doctor uses to solve medical puzzles. From collecting evidence to connecting the clues and finally identifying the culprit in order to choose the proper way to handle it - basically detective work.

But how do we learn this? Is it just about building up knowledge, becoming the smart genius who can relate all the pieces of the puzzle? Or is it more complex? For sure it remains complex to assess students progress in clinical reasoning in such a way that they don’t loose motivation to continue to grow.

We talked to Ligia Cayres Ribeiro, Assistant Professor at the University of Groningen in the Netherlands and head of a research group on clinical reasoning and technology-enhanced learning. Ligia explains how to research such an abstract concept, what aspects are important to teach and why Dr. House might not be the diagnostic genius that we think.

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Find a healthcare provider in the Netherlands who speaks your language on https://ikspreekmeerdan.nl/

Who gets to wear the white coat, and what does that ultimately mean for the people across from them? Look around a Dutch medical lecture hall, then look around a medical waiting room. The pictures don't match. So where are people leaking out of the pipeline to medical professional, and why does it matter for excellent patient care? We talk to Soumeya Mezian (medical student and multilingual translator) and Dr. Lianne Mulder (sociologist, PhD) about the Moroccan patient whose vitamin D was never tested, the Turkish woman who calls an igloo an oven, PhD vacancies that never make it online, and why "the curriculum is already full" is not a good reason to skip addressing these issues.

To contact us, get in touch via email: hi[At]curemeded.com & follow us on Instagram @curingthecurriculum

Why does filling out feedback forms feel like a ritual nobody believes in? What if the most powerful feedback you ever received wasn't on a form at all?

In this episode, we sit down with Professor Rola Ajjawi - physiotherapist turned feedback researcher, professor of medical education at the University of British Columbia, and editor-in-chief of Medical Education. Rola takes us inside the science of feedback cultures: why surgery and ICU produce wildly different learning conversations, how emotions can freeze or fuel your growth, and why starting with "what's your goal today?" might matter more than any assessment rubric. We talk about vulnerability, what feedback literacy means, and why uncoupling feedback from grades could change things. Whether you're a student trying to make it through your next clinical placement or a supervisor wondering why your feedback doesn't quite land, this one's for you.

To contact us, get in touch via email: hi[At]curemeded.com & follow us on Instagram @curingthecurriculum