In this episode of MedEd Thread, we talk with Dr. Ashley Reed, Assistant Director of Curriculum Services at the University of Michigan Medical School, about strategies that help students navigate the critical transition to medical school. Dr. Reed shares how her program leverages learning science, evidence-based study techniques, and even generative AI to empower students, normalize challenges, and foster resilience. We discuss why structured support matters, how peer collaboration and reflective frameworks can boost confidence, and why these efforts are essential for long-term success in medical education. Tune in to learn how intentional programming can transform the way students adapt and thrive during one of the most demanding phases of their training.

In this episode of MedEd Thread, we talk with Max Regester, a recent graduate who credits the gap year experience for his success in medical school and beyond and his mentor Dr. Anthony Griess, founder of a structured clinical gap year program. They share why gap years are gaining traction, how immersive programs provide patient care, research opportunities, and mentorship, and why these experiences can reduce burnout and boost readiness for medical training. Tune in to learn how a well-designed gap year can transform career trajectories and challenge the stigma surrounding time away from school.

In this episode of MedEd Thread, we talk with Dr. Melissa Morse, Pediatric Clerkship Director and Assistant Professor at Cleveland Clinic's Lerner College of Medicine of Case Western Reserve University, along with Dr. Dana Foradori Director of Cleveland Clinic's Pediatric Hospital Medicine Fellowship and Associate Professor at Cleveland Clinic's Lerner College of Medicine of Case Western Reserve to explore how Cleveland Clinic’s pediatric hospital medicine teams are advancing faculty development through a structured educator competency series. Tune in to learn how their initiative fosters psychological safety, flattens hierarchies and equips clinicians at all levels to become better teachers—ultimately enhancing learning across interdisciplinary teams in fast-paced clinical environments.