From PIMP to purpose:
This panel discussion is brought to you by the Michigan Podiatric Medical Association originally shared live at the Great Lakes Conference in February of 2026. Join us as we listen to Dr. Andrew Mastay, Dr. Patrick DeHeer and Dean’s Chat Co-host Dr. Johanna Richey as they discuss “all things podiatric medicine and surgery training!”
Tune in, as we explore the evolving challenges in medical education, particularly around feedback, motivation, and training culture in podiatric medicine. The conversation centers on a perceived shift in how students and residents respond to feedback, with the panelists emphasizing that modern learners still value feedback but often need it delivered with greater balance, clarity, and psychological safety.
Tune in as we highlight that today’s learners benefit from a mix of positive and constructive feedback, noting that exclusively corrective feedback can feel threatening and counterproductive. We emphasize the importance of timing, privacy, and framing, as well as involving learners in self-reflection by asking what they think went well and what they may do differently before offering critique. This approach helps align expectations and fosters a coaching environment rather than a punitive one.
We highlight the importance of maintaining high standards while creating a supportive learning environment. Psychological safety does not mean lowering expectations but rather enabling trainees to think critically, ask questions, and learn from mistakes without fear of humiliation. In high-stakes settings like the operating room, we advocate for calm, step-by-step guidance, prioritizing patient safety while using real-time teaching moments constructively.
A major theme throughout the discussion is the importance of individualized teaching. The panel emphasize understanding each learner’s unique personality, challenges, and motivations. Whether addressing anxiety, confidence issues, or external life stressors, tailoring support to the individual is key to unlocking performance and growth. They also stress that confidence-building is essential, as both under confidence and overconfidence can negatively impact learning and patient care.
The panel challenges the notion that younger trainees are less motivated, instead suggesting that they are motivated differently—often placing greater value on well-being, balance, and meaning in their work. Misalignment in expectations between educators and trainees is identified as a common source of friction, highlighting the need for open communication and mutual understanding.
Finally, the conversation touches on motivation, with the conclusion that true motivation is internal and cannot be forced—only supported and inspired. Building relationships, showing genuine investment in learners, and creating opportunities for meaningful engagement are key to helping trainees reach their full potential. Practical strategies discussed include structured feedback frameworks, after-action reviews following cases, simulation-based learning, and creating consistent educational systems within residency programs.
Overall, the panel underscores that while the landscape of medical education is evolving, the core principles of respect, communication, structure, and individualized support remain central to training competent, confident physicians. We hope you enjoy!