Aligning Person and Profession: The Work of Identity Formation in Medical Education—and Beyond (EP:43) With Joke Fleer

What if the future of medicine depends not just on what learners know—but on who they are becoming? In this thought-provoking episode we sit down with psychologist and medical education expert Joke Fleer to explore the invisible but powerful process of professional identity formation. From the unspoken cultural norms that shape future physicians, to the risks of unchecked assumptions, Fleer unpacks how reflection, self-awareness, and safe learning spaces can help learners stay true to themselves while stepping into demanding professional roles. Whether you’re in healthcare, education, or any high-pressure field, this conversation offers insights that go far beyond the clinic.

Discover why reflection isn’t just a soft skill, and why grading it might be missing the point entirely.

Questions? Feedback? Ideas? Contact us at edufi@mayo.edu

Audio Editing: Celina Bertoncini

Additional Resources

• Vaa Stelling BE, Andersen CA, Suarez DA, Nordhues HC, Hafferty FW, Beckman TJ, Sawatsky AP. Fitting In While Standing Out: Professional Identity Formation, Imposter Syndrome, and Burnout in Early-Career Faculty Physicians. Acad Med. 2023 Apr 1;98(4):514-520. doi: 10.1097/ACM.0000000000005049. Epub 2022 Nov 1. PMID: 36512808.
• Fleer, J., Smit, M. J., Boer, H. J., Knevel, M., Velthuis, F., Trippenzee, M., de Carvalho Filho, M. A., & Scholtens, S. (2025). An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171. Medical Teacher, 47(4), 580-588. https://doi.org/10.1080/0142159X.2024.2387809
• Scholtens, S., Barnhoorn, P. C., & Fleer, J. (2023). Education to support professional identity formation in medical students: guiding implicit social learning. International journal of medical education, 14, 19-22. https://doi.org/10.5116/ijme.63f3.ddcb
• SCOPE | SCOPE – Expertise centre for personal development | University of Groningen
• SCOPE’s Substack | Substack

EDU Central REDUX –Building Memory with Science and Senses – Put on Your Thinking Cap (EP:42)
With Stella Collins, MSc.

This month, we are revisiting a classic episode from 2021. Creating effective learning can be complicated – from our biology to our environment, there are a lot of elements that influence outcomes. And how can we get our learners curious anyway, especially in our increasingly digital spaces? Grab a hat and put it on (we mean it…. we’ll wait while you go get it) because in this episode, celebrated author and science-based learning thinker, Stella Collins, joins Stacy Craft to explore learning and the brain, memory, the powers of sensory experiences, avoiding stagnation, community, and why there is a group of people who think “Brains!” when they bite into a bar of chocolate. We also take time to unpack the LEARNS strategy for designing and providing education that people will remember.

Questions? Feedback? Ideas? Contact us at edufi@mayo.edu

Additional Resources:

Stellar Labs Resources

6 Tricks to Making Learning Sticky! LEARNS

Teacher Centered Vs Learner Centered

Nine Things Educators Need to Know About the Brain

BASIC & LEARNERS Mnemonic/Acronyms

Articles

Benjamin C. Ingman (2019) Novelty and educational experience, The Curriculum Journal, 30:1, 69-90, DOI: 10.1080/09585176.2018.1564684

Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in psychology, 8, 1454.

Roumell, E. A. (2019). Priming adult learners for learning transfer: Beyond content and delivery. Adult Learning, 30(1), 15-22.

Videos

The Neuroscience of Learning – Bruce McCandliss

Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank

Stellar Labs Take 5 Video Channel

EDU Central REDUX – Revisiting Problem Based Learning and Team Based Learning – Your New Educational Super Strategy (EP:41)
With Diana Dolmans, PhD.

This month, we are revisiting a classic episode from 2020. With the continued evolution of emerging technology and the power that AI to help invigorate frameworks like problem based learning, we need to be ready to leverage insights from educational science in ways that can be collaborative and transformative. From workplace training to higher education settings, team based small group activities around problems are a staple. However, when we talk about the models of Team Based Learning vs Problem based Learning, how these interact, differ, where they come from, as well as how to implement them meaningfully, we can sometimes get lost. This can get especially complex when we move these strategies to a virtual environment. In this episode, Stacy Craft talks with esteemed Professor and researcher in the field of innovative learning arrangements Dr. Diana Dolmans from Maastricht University, the Netherlands to shed light on these complex topics as well as help us navigate new spaces that re-envision how we use these principles and translate them into practice.

Questions? Feedback? Ideas? Contact us at edufi@mayo.edu

Additional Resources

Seven principles of effective case design for a problem-based curriculum

Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study

Problem Based Learning Stanford Commons

Revolutionizing Medical Education Through Pedagogy of Connection (EP:40)
With Marco Antonio de Carvalho Filho, MD, PHD

How can we create environments and opportunities where connections between educators, students, and meaning not only exists but thrives? Join host Stacy Craft, and guest Professor Dr. Carvalho Filho, as we uncover the power of authentic connections in revolutionizing both education and healthcare, through the transformative concept of the “pedagogy of connection” and its profound impact on medical education and patient care. We explore the critical importance of student-centered education for achieving patient-centered care and the vital role of emotional intelligence in building meaningful relationships with patients. Inspired by Paulo Freire’s educational philosophy, we also explore the need for education to develop critical consciousness and the ability to enact change.

Questions? Feedback? Ideas? Contact us at edufi@mayo.edu

Audio Editing: Celina Bertoncini

Additional Resources:

• • Cayres Ribeiro, L. M., & de Carvalho Filho, M. A. (2025). Exploring Untested Feasibilities: Critical Pedagogy’s Approach to Addressing Abuse and Oppression in Medical Education. Teaching and Learning in Medicine, 1–10. https://doi.org/10.1080/10401334.2025.2453809
  • de Carvalho Filho MA, Hafferty FW. Adopting a pedagogy of connection for medical education. Med Educ. 2025; 59(1): 37–45. doi:10.1111/medu.15486
  • Cavaleiro I, de Carvalho Filho MA. Harnessing student feedback to transform teachers: Role of emotions and relationships. Med Educ. 2024; 58(6): 750–760. doi:10.1111/medu.15264
  • Concepts Used by Paulo Freirehttps://doi.org/10.4300/JGME-D-21-00767.1

Tweetorials: Bridging Connections in Medical Education with Nano Learning (EP.39)
With Catherine S.W. Albin, MD

How can we distill complex medical concepts into bite-sized, engaging content? What role does social media play in revolutionizing education? Can nano learning connect learners and foster a community of shared knowledge? Join host Stacy Craft and guest Dr. Catherine Albin, a neurointensivist and clinical educator at Emory University School of Medicine to delve into the innovative world of “tweetorials” and nano-learning, exploring how these bite-sized educational tools are transforming medical education and all education.

Special Thanks to Dr. Andrea Leep Hunderfund

Questions? Feedback? Ideas? Contact us at edufi@mayo.edu

Audio Editing: Celina Bertoncini

Additional Resources:

• • Albin, C. S., Ma, T., Pucci, G. F., Zelikovich, A. S., Lawson, E. C., Dhruva, N., … & Jones Jr, L. K. (2024). Education research: making a tweetorial fly: features of educational social media posts associated with high sharing and engagement. Neurology® Education, 3(4), e200160.
  • Anthony C. Breu, Hannah R. Abrams, Kimberly D. Manning, Avraham Z. Cooper; Tweetorials for Medical Educators. J Grad Med Educ 1 October 2021; 13 (5): 723–725. doi: https://doi.org/10.4300/JGME-D-21-00767.1
  • Luzón, M. J. (2024). “Come along for a tweetorial!”: Recontextualization strategies in biomedical publication-promoting tweetorials. English for Specific Purposes, 74, 132-148.
  • Logan, M. S., & O’Banion, L. A. (2022). Webinars, podcasts, Tweetorials, oh my!. Journal of Vascular Surgery, 76(4), 853-854.
  • Video: CardioNerds Academy Tweetorials Bootcamp with Dr. Tony Breu

EDU Central REDUX – Revisiting Learning Styles – Unpacking the Myth 2020 (EP:38)
With Tesia Marshik, PhD.

To close out the year, we are revisiting a classic episode from 2020- because it feels important and timely. With the rise of personalized learning and the power that AI to help us meet the dream of personalized learning, we are now, more than ever, ready to leverage insights from educational science in ways that can be helpful and not helpful. Many new technologies have emerged promising to identify learner’s Learning Styles and customized learning experiences to align with learning styles. So, understanding the differences between learning styles, preferences, and their impact on learning has become crucial to creating more effective and personalized learning experiences.

FROM 2020: Let’s talk about learning styles! The idea that we learn better in our “preferred learning style” is pretty pervasive and has become part of popular culture. Scores of consumer sites sell and promote various examples and models, urging people to “find your learning style”. But, is there any evidence to support this? As educators, do we have a duty to follow the science? Join Stacy Craft and Associate Professor of Psychology Dr. Tesia Marshik as they unpack the learning styles neuromyth, the culture around this popular idea, why it is harmful and how to persevere to create quality effective educational experiences that still allow learners to reflect on how they learn.

Questions? Feedback? Ideas? Contact us at edufi@mayo.edu

Additional Resources

Sun, X. (2024). Debunking the Myth of Learning Styles: A Case for Evidence-Based Instruction and Communication. Intercom.

The Myth of Learning Styles by Cedar Riener and Daniel Willingham

Stop propagating the learning styles myth by Paul A. Kirschner

Learning Styles as a Myth – Yale University

Daily Prompt: Learning Styles

Videos:

https://youtu.be/NvM4mnEIxuQ – The Myth of Individual Learning Styles with Dr. Robert Bjork

Learning Styles and the importance of critical self-reflection with Tesia Marshik – TEDxUWLaCrosse – https://youtu.be/855Now8h5Rs

Books:
How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, Richard E. Mayer

Make It Stick: The Science of Successful Learning by by Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel

Co-Occurrence #13 – Revisiting and Reexamining a Year of Insights and Innovations: A Retrospective (EP.36)
With Multiple Guests

In this special episode, host Stacy Craft, revisits and reexamines the enduring themes from the limited series “Co-Occurrence” which focuses on the intersection between education., artificial intelligence, and emerging technologies. Over the past year, we’ve had the privilege of hosting incredible guests who shared their insights and expertise. In this episode, we’ll highlight pivotal moments, discuss overlapping concepts, and revisit some of the most inspiring conversations. Although “Co-Occurrence” is taking a break as a self-contained series, Mayo Clinic Educator’s Central remains committed to exploring the important discussions around artificial intelligence in education and emerging technologies. Expect these topics to be seamlessly integrated into our future episodes as these technologies evolve from novel innovations to standard practices in our work and daily lives.

This episode is the thirteenth installment of our limited series, “Co-Occurrence,” featuring conversations exploring AI and related technologies as well as possible, probably and actual impacts on education. From discussions around what we know, what we hope for, and what is happening concretely today – this limited series will give you some things to ponder and actionable takeaways.

Questions? Feedback? Ideas? Contact us at edufi@mayo.edu

Co-Production: Grazyna Drzazga
Audio Edit Support: Jaquan Leonard