Eulho Jung

Clinical reasoning is an iterative, context-sensitive phenomenon. Its instruction and assessment require distinct forms of educational design. Existing reviews, consensus guidance, and longitudinal curricula provide substantial content and teaching strategies. Further specification is needed to coordinate conceptual preparation, expert modeling, scaffolded whole-case practice, feedback, adaptive fading, and transfer across learner development. We present CRAFT, a theory-informed instructional design model organized around five functions: Conceptualize and Frame, Reveal and Model Clinical Reasoning, Apply Through Scaffolded Practice, Feedback and Reflect, and Transfer Toward Independence. CRAFT provides a curricular architecture organized around proposed readiness gates, in which the five functions recur in progressively more demanding cycles as knowledge, contextual variation, uncertainty, learner responsibility, and assessment stakes increase while instructional support decreases. These gates are design criteria for local testing, not validated progression thresholds. We compare CRAFT directly with established instructional approaches and longitudinal clinical-reasoning curricula, define function-specific transition criteria, and formulate five testable propositions linking model components to mechanisms, proximal outcomes, clinical-reasoning performance, and transfer. A multilevel sepsis example illustrates how the same case family could be adapted for learners at different stages. No learner cohort data are reported; the example is an instructional design demonstration, and the evaluation plan is prospective. The model's feasibility, mechanisms, incremental value, and boundary conditions require empirical testing.

Adult learners in high‐stakes professional environments, spanning organizational leadership, social services, and education, regularly encounter emotionally charged situations that fundamentally impact their cognitive well‐being and professional performance. Traditionally, professional education has positioned emotions as noise rather than information for adaptive sense‑making. This article argues for a paradigm shift: The explicit teaching of healthy emotion construction through the lens of metacognitive mastery across the adult education continuum. Drawing on Barrett's theory of constructed emotion and the latest scholarship in adult learning, we propose that metacognitive reflection serves as the primary mechanism for transforming emotional experiences. We introduce a novel application of the Metacognitive Reflection and Insight Therapy (MERIT) framework, originally designed for clinical insight, as a pedagogical tool to deepen the emotional granularity and professional resilience of adult learners. By integrating these strategies, we can cultivate practitioners who combine technical proficiency with emotional agility to navigate complex professional situations effectively.

Surgical training has long valued decisiveness, technical excellence, and confidence. However, complex patient care also exposes surgeons and trainees to cognitive traps such as anchoring, confirmation bias, overconfidence, premature closure, and diagnosis momentum. This editorial argues that intellectual humility is not only an educational virtue but also a psychological precondition for debiasing. It situates intellectual humility within the broader literature on cognitive bias and debiasing, and then proposes a practical reflection scaffold organized around claims, warrants, disconfirming evidence, and revision conditions. This approach aligns with cognitive forcing strategies, diagnostic time outs, structured reflection, simulation-based metacognition training, debriefing, and checklist-based interventions. Cultivating intellectual humility through teaching, Morbidity and Mortality conferences, and attending role modeling may strengthen revisable judgment and support safer surgical care.

This article introduces deliberate solitude as a teachable practice for adult learners who must act under uncertainty while remaining open to revision. Grounded in scholarship on reflective thinking, judgment under uncertainty, metacognition, workplace learning, and emotion regulation, it argues that fallibility is a normal condition of professional life rather than a personal flaw. Deliberate solitude is defined as intentional, time bounded time alone for active cognitive work that supports sensemaking, examination of assumptions, and resistance to premature closure. The article pairs this inward practice with critical receptivity, an outward stance of disciplined openness to feedback and correction. Together, they form a rhythm of adult learning that moves from private reflection to dialogic testing and back to practice. Practical strategies are offered to help learners strengthen judgment, reduce defensiveness, and remain responsibly responsive in complex, high pressure environments.

Clinicians often struggle to engage with abstract learning theories due to limited cognitive readiness and time constraints. To address this challenge in a graduate-level learning theories course, we implemented “Before You Dive In” (BYDI), an AI-supported instructional strategy offering optional pre-reading supports. BYDI included reflective study guides, AI-generated podcasts, and concise reading summaries, all delivered asynchronously to accommodate adult learners’ schedules. The intervention aimed to scaffold learners’ understanding and foster engagement with dense theoretical content. Learner feedback indicated that BYDI helped activate prior knowledge, reduce cognitive overload, and improve reading focus. Analysis through the lenses of schema development and self-regulated learning suggests that BYDI facilitated the formation of conceptual frameworks and promoted autonomous, strategic study behaviors. This innovation demonstrates how technology-enhanced scaffolding can improve theory engagement in adult education, particularly in time-pressured professional contexts.

Clinical reasoning uncertainty is an inescapable reality in medicine, and its impact is uniquely amplified in neurology. This article proposes a framework for integrating clinical reasoning and uncertainty into adult medical education, using neurology as a model for transferable pedagogical strategies. The purpose of this review is to provide an integrative narrative synthesis of peer‐reviewed literature that bridges cognitive architecture, knowledge organization, and adult learning theories to establish a structured educational approach to managing ambiguity. Using a targeted selection of literature, we synthesized concepts across three key domains: dual‐process theory, cognitive biases, and intolerance of uncertainty. The article outlines actionable educational interventions, introduces the Recognize, Acknowledge, Partner, and Seek Support communication framework, and advocates for a cultural shift away from a performance‐driven culture of certainty toward confident uncertainty. Ultimately, this framework aims to improve diagnostic accuracy and clinician well‐being by aligning medical pedagogy with the fluid realities of clinical practice.

Generative artificial intelligence is reshaping HPE by changing how learners access knowledge, judge information, demonstrate competence, and develop professional judgment. This Perspective argues that GenAI does not replace existing educational commitments but intensifies the need for coaching, critical appraisal, self-regulation, trustworthy assessment, and institutional standards that prepare learners for responsible participation in digital medicine.

Much of medical education focuses on the progression from novice to competent practitioner, yet less attention has been given to how senior clinicians continue to learn after core competence is established. This article argues that later stage development is less about acquiring additional knowledge and more about refining judgment, emotional regulation, perceptual sensitivity, feedback habits, and adaptability in rare or high stakes clinical situations. Drawing on literature on expertise, deliberate practice, self‐calibration, and contextual performance, the article proposes that the continued growth of senior clinicians can be supported through intentional educational design. Practical strategies include stress preparation, mental rehearsal, micro skill refinement, focused coaching, structured feedback, perceptual calibration, and recovery‐oriented learning cycles. The concept of the final one percent is offered as a way to understand how advanced clinicians continue to improve in precision, reliability, and adaptability across a career.

Background: Medical ethics instruction is required across health professions education, but it is unclear how to structure this teaching to optimise engagement. Asynchronous teaching has become common for ethics, yet strategies to foster deep reflection and interaction remain underdeveloped. Our purpose was to describe the deployment of a novel asynchronous teaching delivery method for medical ethics. Approach: We developed a novel asynchronous module for preclerkship medical students using branching‐logic, scenario‐based cases designed to promote interactivity, autonomy and reflection. Built in Google Slides and integrated into the school's learning management system, the module incorporated videos and readings, progressive cases with tailored feedback and reflective prompts. Outcomes were compared with those from a traditional recorded‐lecture module. Evaluation: One hundred seventy‐seven students completed the novel module in 2024. Compared to the traditional module, learners reported significantly higher engagement, perceived learning and autonomy ( p < 0.01). Knowledge scores were also higher compared to the prior year's cohort, who completed a traditional module composed of identical educational content ( p = 0.02). Feedback from participants emphasised interactivity, relevance and opportunities for peer discussion, while some noted interest in additional synchronous discussions. Implications: Branching‐logic, scenario‐based modules may enhance learner engagement, autonomy and knowledge acquisition in medical ethics education, even without altering core content. This approach is feasible with widely available tools, scalable across institutions and adaptable to resource‐limited contexts. Learner feedback supports the potential value of blended approaches combining independent exploration of such modules with real‐time discussion. This design holds promise for ethics and other areas requiring critical thinking and decision‐making.