What is clinical courage? How do we push our boundaries without becoming reckless, and how do we grow into it as students and doctors? In this episode we sit down with Professor Lucie Walters, a rural generalist in Mount Gambier, South Australia. She explains clinical courage when your community has nowhere else to turn. Lucie walks us through the mnemonic she and her team built for doing this safely, reframes courage as a community act rather than a cowboy one, and shares some surprising findings about working at the edge of your scope. We also dive into longitudinal integrated clerkships. Instead of speed-dating through specialty blocks, students spend up to a full year in one rural community where, as Lucie puts it, "the curriculum walks through the door." She explains why interleaving beats block rotations, how supervisors turn into lifelong mentors, and why students on LICs report better wellbeing than their hospital-based peers.

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Clinical Reasoning is the process every doctor uses to solve medical puzzles. From collecting evidence to connecting the clues and finally identifying the culprit in order to choose the proper way to handle it - basically detective work.

But how do we learn this? Is it just about building up knowledge, becoming the smart genius who can relate all the pieces of the puzzle? Or is it more complex? For sure it remains complex to assess students progress in clinical reasoning in such a way that they don’t loose motivation to continue to grow.

We talked to Ligia Cayres Ribeiro, Assistant Professor at the University of Groningen in the Netherlands and head of a research group on clinical reasoning and technology-enhanced learning. Ligia explains how to research such an abstract concept, what aspects are important to teach and why Dr. House might not be the diagnostic genius that we think.

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Find a healthcare provider in the Netherlands who speaks your language on https://ikspreekmeerdan.nl/

Who gets to wear the white coat, and what does that ultimately mean for the people across from them? Look around a Dutch medical lecture hall, then look around a medical waiting room. The pictures don't match. So where are people leaking out of the pipeline to medical professional, and why does it matter for excellent patient care? We talk to Soumeya Mezian (medical student and multilingual translator) and Dr. Lianne Mulder (sociologist, PhD) about the Moroccan patient whose vitamin D was never tested, the Turkish woman who calls an igloo an oven, PhD vacancies that never make it online, and why "the curriculum is already full" is not a good reason to skip addressing these issues.

To contact us, get in touch via email: hi[At]curemeded.com & follow us on Instagram @curingthecurriculum