Mahé Pereira

Their Role in Healthcare Training Self-awareness and self-reflection are often used interchangeably in clinical education, but they describe two distinct cognitive processes that serve different functions in professional development. Understanding the difference is not merely a semantic exercise. Conflating them tends to produce feedback frameworks that are vague about what they are actually asking learners

Patient anxiety is a common challenge in healthcare settings. Whether someone is awaiting test results, facing a medical procedure, or navigating a new diagnosis, anxiety can cloud communication, delay care, and reduce overall satisfaction. In high-stress moments (like emergency room visits, invasive treatments, or critical care discussions) even routine interactions can feel overwhelming for patients.

A 2024 nationwide survey checked every acute NHS trust and board in England and Wales. Only 22 of 140 routinely recorded surgical procedures. Governance policies for that recording existed in fewer than half. GDPR and HIPAA compliance did not close that gap. Information governance is the discipline that does. It decides what data an institution

Video recording in healthcare has emerged as a transformative tool in clinical assessment and decision-making, offering unprecedented opportunities to enhance diagnostic accuracy, procedural adherence, and patient outcomes. By capturing nuanced behavioral, physiological, and environmental data, video technology addresses gaps in traditional methods while creating new avenues for research and quality improvement. This blog explores the

Choosing a feedback model is not an administrative decision. The framework a clinical educator uses shapes what gets said, who speaks first, how emotions are handled, and whether the learner leaves with something they can act on. Seven models are in common use across medical education, each designed for a different context, a different learner

Peer Feedback in Medical Education for Clinical Training Peer feedback in medical education helps students and trainees learn from each other’s clinical communication, consultation structure, teamwork, and professional behavior. Instead of relying only on faculty comments, learners review specific moments and discuss what worked, what was missed, and what could improve next time. However, peer