Dr Renée Stalmeijer is Associate Professor in the Department of Educational Development and Research and the School of Health Professions Education at the Faculty of Health, Medicine and Life Sciences of Maastricht University in the Netherlands. An educational scientist by training, Renée has been active in health professions education since 2005, combining the roles of researcher, educational quality manager, and teacher of research methodology. As of September 2025, she is the Programme Director of the Master of Health Professions Education.

Renée’s research focuses on how healthcare professionals learn to work together effectively, particularly by using the theoretical lenses of socio-cultural learning and workplace learning.

In this episode of the KIPRIME podcast, Renée explores what it means to prepare learners for real-world collaboration, when and how people learn best in clinical settings, and why humility and community matter for the next generation of medical education researchers.

Roghayeh Gandomkar is a medical doctor by training, an Associate Professor and Director of the Department of Medical Education at Tehran University of Medical Sciences (TUMS). She earned her Master’s degree in Medical Education in 2010 and her PhD in the same field in 2016, both from TUMS.

Since 2009, she has built her career in medical education. She served as Head of the Evaluation Unit at TUMS for 15 years, contributing significantly to the development of evaluation and quality assurance systems. Roghayeh has also played a key role in establishing accreditation agencies in Iran and is now a member of the national accreditation committee for MD-granting programs. Alongside these responsibilities, her primary role is teaching and supervising Master’s and PhD students in medical education.

In this episode of the KIMPRIME podcast, Roghayeh talks to Alina Jenkins about her research on understanding and supporting the regulation of learning among medical students and her research on accreditation processes, including the factors that influence surveyors’ decision-making and motivations.

Dr Yu-Che Chang is Deputy Director of Taiwan’s Chang Gung Medical Education Research Centre, where his work focuses on how doctors develop a sense of professional identity, particularly in high-pressure environments such as emergency medicine.

His research explores how clinicians understand their roles, how culture and context shape professionalism, and how medical students and doctors navigate workplace expectations at different stages of their careers.

In this episode of the KIPRIME Podcast, Yu-Che joins Alina Jenkins to reflect on what it really means to become a doctor. He discusses how professional identity forms over time, how it is tested under pressure, and how clinicians make sense of who they are at work.