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The Seven Moons of Maali Almeida and Postmemories of Sri Lanka’s Era of Terror
No full textThis article argues that Shehan Karunatilaka’s 2022 novel The Seven Moons of Maali Almeida articulates a “postmemorial” supplement to Sri Lanka’s Era of Terror of the 1980s—a period that is largely underrepresented in the Sri Lankan anglophone novel and has been serially subjected to official amnesiac politics. By deploying the gaze of a dead queer photographer who seeks to constitute a non-existing archive of violence using a broken camera, the novel presents an alternative historiography that subverts the grand patriarchal narrative of the “righteous” administration of President J.R. Jayawardena. Extending and adapting Marianne Hirsch’s framework of “postmemory,” the article illustrates how Karunatilaka’s novel uses limited photographic and historical material as “testimonial objects” to forge a transgenerational connection between the present-day Sri Lankans and the victims, witnesses, and survivors of the Era of Terror. Karunatilaka insists that the postgeneration should reckon with the Era of Terror to better engage with the crises of memory, democracy, justice, and accountability facing Sri Lanka today. The novel thus calls for a transgenerational “addressable other”—in line with Dori Laub’s framing—for the historical trauma of the Era of Terror
“I Never End a Novel with an Apocalypse”: Remarks and A Question & Answer Session with Amitav Ghosh
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Quand le rouge à lèvres s’efface : une autoethnographie de la gestion des impressions lors d’un congrès en éducation médicale
Full text linkImpression management is the projection of attitudes, beliefs, or actions which are not wholly authentic, to influence perceptions of oneself. This paper describes an autoethnography, conducted in a medical education conference, detailing the process of impression management. The researcher is a PhD student and early-career clinician who wears multiple hats as a student, teacher, and researcher, allowing multiple viewpoints to play into the process of impression management. The autoethnography walks through a process of preparation, impression management, and authenticity which emerged during the observation period, ending with several takeaways to guide further research in this space.La gestion des impressions consiste à projeter des attitudes, des croyances ou des actions qui ne sont pas entièrement authentiques afin d’influencer la perception que les autres ont de soi. Cet article présente une autoethnographie réalisée lors d’un congrès en éducation médicale, décrivant le processus de gestion des impressions. La chercheuse, doctorante et clinicienne en début de carrière, porte plusieurs « chapeaux » — étudiante, enseignante et chercheuse —, ce qui permet à différentes perspectives d’influencer ce processus. L’autoethnographie retrace un cheminement fait de préparation, de gestion des impressions et d’authenticité, tel qu’il s’est manifesté durant la période d’observation, et se conclut par plusieurs pistes de réflexion pour orienter de futures recherches dans ce domaine
Problem-based and related learning approaches in family medicine residency: a scoping review of four countries
Full text linkBackground: Postgraduate medical education (PGME) bridges the transition from medical school to independent practice. Problem-based learning (PBL), widely used in undergraduate medical education, has emerged as a promising alternative to traditional lectures in PGME. However, its impact on family medicine training remains unclear.
Objective: In this scoping review, we describe the use of PBL in family medicine PGME programs and examine its educational and healthcare-related outcomes.
Methods: Using Arksey and O\u27Malley\u27s methodological framework, we conducted a scoping review of PubMed, Embase, PsycINFO, ERIC, Web of Science, and ProQuest in January 2025. Two reviewers independently screened articles, extracting and synthesizing data according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).
Results: Twelve studies met inclusion criteria, illustrating diverse PBL delivery methods in family medicine PGME. Programs integrated PBL as standalone sessions, an adjunct, or blended with traditional methods. Learning groups often included mixed specialties (e.g., family medicine and internal medicine) and varied learner levels (e.g., residents and attending physicians). Most studies reported high learner satisfaction and improved perceptions of topics; however, objective assessments of knowledge, pre- and post-PBL, showed no significant improvement. Limited data on behavior and patient outcomes suggested potential benefits.
Conclusion: PBL in family medicine PGME appears to enhance engagement and satisfaction but shows mixed educational outcomes. Further research is needed to determine its optimal role in training
Réévaluation du rôle des lettres de motivation dans l’admission en résidence de pédiatrie à l’ère de l’intelligence artificielle : comparaison des évaluations par le corps professoral des lettres rédigées par des humains et de celles générées par l’IA
Full text linkBackground: Personal statements play a large role in pediatric residency applications, providing insights into candidates’ motivations, experiences, and fit for the program. With large language models (LLMs) such as Chat Generative Pre-trained Transformer (ChatGPT), concerns have arisen regarding how this may influence the authenticity of statements in evaluating candidates. This study investigates the efficacy and perceived authenticity of LLM-generated personal statements compared to human-generated statements in residency applications.
Methods: We conducted a blinded study comparing 30 ChatGPT-generated personal statements with 30 human-written statements. Four pediatric faculty raters assessed each statement using a standardized 10-point rubric. We analyzed the data using linear mixed-effects models, a chi-square sensitivity analysis, an evaluation of rater accuracy in identifying statement origin as well as consistency of scores amongst raters using intraclass correlation coefficients (ICC).
Results: There was no significant difference in mean scores between AI and human-written statements. Raters could only identify the source of a letter (AI or human) with 59% accuracy. There was considerable disagreement in scores between raters as indicated by negative ICCs.
Conclusions: AI-generated statements were rated similarly to human-authored statements and were indistinguishable by reviewers, highlighting the sophistication of these LLM models and the challenge in detecting their use. Furthermore, scores varied substantially between reviewers. As AI becomes increasingly used in application processes, it is imperative to examine its implications in the overall evaluation of applicants.Contexte : Les lettres de motivation jouent un rôle crucial dans les candidatures aux résidences en pédiatrie, car elles permettent de mieux comprendre les motivations, l’expérience et l’adéquation des candidats au programme. L’utilisation de grands modèles de langage (GML), tels que ChatGPT (Chat Generative Pre-trained Transformer), a soulevé des interrogations quant à l’authenticité des lettres lors de l’évaluation des candidats. Cette étude examine l’efficacité et l’authenticité perçue des lettres de motivation générées par un GML par rapport à celles rédigées par des humains dans le cadre des candidatures aux résidences.
Méthodes : Nous avons mené une étude en aveugle comparant 30 lettres générées par ChatGPT à 30 lettres rédigées par des humains. Quatre membres du corps professoral en pédiatrie ont évalué chaque lettre à l’aide d’une grille d’évaluation standardisée sur 10 points. Les données ont été analysées à l’aide de modèles linéaires mixtes, d’une analyse de sensibilité par le test du χ², d’une évaluation de la précision des évaluateurs quant à l’identification de l’origine des lettres, ainsi que de la cohérence des scores entre évaluateurs à l’aide des coefficients de corrélation intraclasse (CCI).
Résultats : Aucune différence significative n’a été observée entre les scores moyens des lettres générées par l’IA et ceux des lettres rédigées par des humains. Les évaluateurs n’ont pu identifier la source d’une lettre (IA ou humain) qu’avec une précision de 59 %. Un désaccord considérable a été constaté entre les évaluateurs concernant les scores, comme l’indiquent les CCI négatifs.
Conclusions : Les lettres générées par l’IA ont été évaluées de manière similaire à celles rédigées par des humains et étaient indiscernables pour les évaluateurs, ce qui souligne la sophistication de ces modèles GML et la difficulté à détecter leur utilisation. De plus, les scores variaient considérablement d’un évaluateur à l’autre. À mesure que l’IA se généralise dans les processus de candidature, il est impératif d’examiner ses implications dans l’évaluation globale des candidats
A learner-led conference to enhance interdisciplinary social accountability education in healthcare: participant perspectives on engagement and educational experience
Full text linkImplication Statement
We developed the Interdisciplinary Social Accountability Conference in Healthcare to address educational gaps and empower learners to advocate for healthcare needs. This conference aimed to strengthen social accountability competencies in students through three areas: (1) a learner-led planning model that promotes initiative-taking and leadership, (2) interactive sessions on locally relevant topics, and (3) a student research showcase to foster interdisciplinary dialogue. Survey findings demonstrated high engagement and positive experiences with cross-disciplinary networking. We encourage institutions to adopt similar learner-led initiatives, facilitating students to take an active role in shaping social accountability education and supporting attendees in gaining practical skills through workshops on locally-relevant issues. These initiatives will equip learners with the collaborative mindset and skills required to improve health outcomes in their communities
Seven ways to get a grip on using participant observation in medical education research
Full text linkMedical education phenomena are complex, and researchers need to use diverse methods to explore topics. Participant observation is a qualitative research method that connects researchers to human interactions, allowing them to experience firsthand behaviours, conversations, characteristics, and qualities related to the phenomenon under study. It can provide unique insights, beyond those of participant narratives, and enhance understanding. However, this method is rarely used in medical education research; it is challenging and resource-intensive to implement, which likely discourages researchers from using it. To help researchers get a grip on using it in medical education research, we offer seven recommendations for planning participant observation: Determine the study setting(s), Identify key interest-holders and establish relationships, Determine the researcher-participant relationship to be established, Take steps to minimize reactivity to research, Use knowledge to guide data collection procedures, Use knowledge to inform instrument development, and Anticipate possible dilemmas and be mindful of unanticipated ones. We urge researchers to consider participant observation when appropriate to advance methods in medical education research
Psychological Trauma or Moral Distress? A Response to Foli’s Middle-Range Theory of Nurses’ Psychological Trauma
Full text linkObjective: To discuss the significant similarities between Foli’s psychological distress theory and the moral distress literature. Background: Foli presents a middle-range theory to conceptualize the issues nurses face personally, professionally and within healthcare organizations as types of psychological trauma. In presenting their theory, Foli’s goal is to facilitate nurses’ communication about their experiences and analyze the organizations\u27 responsibility for these traumas. However, other scholars have described the issues nurses face personally, professionally and within their organizations as moral distress. We believe that there are significant similarities between Foli’s psychological distress and moral distress, potentially creating confusion for researchers and theorizing about critical issues facing nurses. Methods: In this discussion paper, we highlight the ethics and morality inherent to the nursing profession, define moral distress and the impact it can have on the nurse and their patients, anddiscuss the types of situations/issues that cause moral distress. We then contrast moral distress with Foli’s psychological trauma theory. Finally, we then discuss the literature about psychological trauma theory and Foli’s suggestions to nurses in comparison to moral distress literature. Results/Conclusion: There appears to be no difference between the psychological trauma theory and the moral distress literature. We recommend conceptional clarity about how the theory of psychological trauma is different from moral distress. Otherwise, we wonder if scholars’ time will be spent trying to determine whether the issue is a psychological trauma or moral distress, rather than building on existing research that exists in the moral distress body of literature