Isn’t it weird that we value a second opinion in medicine but this is not really a thing in education? Isn’t it weird that we first collect the data and then treat patients but do it the other way round in teaching?

John Hattie is probably one of the most renowned scientist in the field of education research and still, after many years in the business, keeps being greedy. He developed the most commonly used feedback model in higher education and keeps advertising to focus on the process instead of the achievement.

What characterizes a great teacher? What do students need to learn? Why are high achievers often rewarded and students who put in the effort of working through struggles not? Who’s fault is is actually if a student fails the course?

These are some of the topics we cover in this episode. Although there are more practical tips for teachers and faculty, also as a student this talk might be very interesting in order to become more autonomous in learning and especially choosing the right teachers.

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

You've asked AI a question you were too embarrassed to ask your supervisor. Handy. But what does it cost when we start routing around the awkward, slow, human business of learning from other humans?

In this episode we talk with Professor Margaret Bearman from Deakin University about AI, bias, and why efficiency might be the most misleading word in education.

We get into the black box problem, and why she thinks the real skill isn't opening it, it's knowing a good output when you see one. We talk about bias: not just in AI, but the fact that data can quietly replace the patient in front of you. And we build on the philosopher Lauren Berlant to argue that teaching and learning are supposed to be inconvenient, and that this is a feature, not a bug.

A conversation about mess, judgement, and why the most useful question a medical student can ask isn't "is this right?" but "how would I know?"

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

In this conversation with Liz Molloy we cover the paleo case against the feedback sandwich, why emotions in feedback are not a problem to be managed away, how trust is earned one dip of the toe at a time, and why the student who stayed behind to put the blanket back over the patient may be the most valuable person on the ward.

Liz is Pro Vice-Chancellor of Curriculum at the University of Melbourne and has collaborated extensively with Rola Ajjawi, Margaret Bearman, David Boud and David Carless - and her work is all about feedback literacy.

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

What is clinical courage? How do we push our boundaries without becoming reckless, and how do we grow into it as students and doctors? In this episode we sit down with Professor Lucie Walters, a rural generalist in Mount Gambier, South Australia. She explains clinical courage when your community has nowhere else to turn. Lucie walks us through the mnemonic she and her team built for doing this safely, reframes courage as a community act rather than a cowboy one, and shares some surprising findings about working at the edge of your scope. We also dive into longitudinal integrated clerkships. Instead of speed-dating through specialty blocks, students spend up to a full year in one rural community where, as Lucie puts it, "the curriculum walks through the door." She explains why interleaving beats block rotations, how supervisors turn into lifelong mentors, and why students on LICs report better wellbeing than their hospital-based peers.

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

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.

To contact us with any reaction, suggestion or other interaction, get in touch via email: hi[At]curemeded.com & follow us on Instagram @curingthecurriculum

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

“Climate change presents a fundamental threat to human health.” (WHO). Everyday we are confronted with discussions about being more green. But is that really a topic that a doctor should care about? At least our expertise lies elsewhere.

Luise Bödecker and Lukas Radema joined us for this episode to give a comprehensive overview about why we indeed should care. With a lot of passion, combined with philosophy and a research background in the field of planetary health they explain why it is ok to be hypocrite, how doctors react to being confronted with the underlying science, how we could teach the next generation and what role patients autonomy plays in this matter.

Despite being a potentially depressing topic, we managed to keep up an optimistic talk and Luise and Lukas gave quite some motivating perspectives. So join us for this episode to get an overview, understand why people are motivated to change things and get ideas about how everyone could contribute their bit.

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