ArticleGMS journal for medical education2025
"You're a trainee telling your consultant to hold their question until later": Using a resident-led faculty development workshop to explore trainee-consultant expertise role-reversal.
Article in GMS journal for medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- "Biggs bang" - when alignment truly ignites.GMS journal for medical education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Medical education traditionally involves directional flow of knowledge/skills/attitudes from a senior to junior individual. However, medical training also provides opportunities for expertise role-reversal, where the direction of flow is reversed. Unlike fields such as aviation, medicine has not yet begun to fully realise the educational potential of this approach. Objective: To better understand how role-reversal is viewed by medical education participants, necessary for its use as a tool to advance both education and patient care. Methods: A senior resident designed and led a feedback-writing workshop for her own consultants (conducted 2022). After the session, eight consultants were interviewed in a semi-structured format. Analysis was conducted using the Stenfors-Hayes phenomenographical approach. Results: A multiplicity of experiential perspectives was identified by both consultants (teacher/participant/supporter/hierarchy member/colleague/holder of multiple perspectives) and trainee (presenter/subordinate/learner/researcher). The exercise increased appreciation and awareness of the complexity of the trainee-consultant educational-power relationship, though both parties maintained traditional hierarchy despite altered informational flow. Participants often held multiple articulated experiential perspectives simultaneously. Conclusions: Consultants were able to assume a learning mindset while simultaneously maintaining awareness of their existing hierarchical relationship to the trainee-presenter; the trainee, conversely, struggled to adopt the teacher mindset. Deliberately viewing moments where trainees present new information to consultants as expertise role-reversal may provide a starting point for more equitable knowledge exchange between both parties in the clinical routine, and a foil for epistemic injustice. Increasing recognition and use of expertise role reversal can play a critical role in improving educational culture.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.