A study of more than 350,000 UK students reveals teachers predict higher A-Level grades for girls, potentially giving them an advantage in the university offers system. The research also shows that this is almost certainly because teachers are actively biased towards girls, but because girls benefit from a “halo effect” as they are more likely to display other desirable scholarly characteristics, such as motivation, diligence and engagement with their studies. The authors of the study say that recent discussions about reforming the system of using predicted grades for university offers should be revisited.

Venous thromboembolism education involves complex clinical reasoning, rapidly updated evidence, and high cognitive load. Researchers from Peking University First Hospital and collaborators built a VTE intelligent knowledge base using retrieval-augmented generation, combining evidence-based information, expert experience, and de-identified real-world cases. In a learner pathway, users rated the system positively for clinical decision support, knowledge question answering, and resource recommendation, with median satisfaction scores of 4.00 across dimensions. In a teacher pathway, however, the system showed task-dependent performance: it provided some support for convergent tasks such as lesson planning, but performed less well in creative tasks such as assisted exam item generation. The study suggests that future AI tools for medical education should move beyond single-topic knowledge bases toward a broader knowledge base matrix covering clinical, teaching, and research needs.

A new study in ECNU Review of Education explores how Chinese graduate students contribute to Japanese universities through academic, cultural, and social engagement. Using collaborative autoethnography, the authors show that international students act as knowledge brokers, cultural mediators, and network builders. The study calls for Japanese universities to better recognize international students as active agents in higher education internationalization, knowledge diplomacy, and global academic exchange.

Michael Connelly and Shijing Xu describe a long-term Canada–China educational partnership aimed at fostering mutual understanding. This narrative inquiry study shows how practical working relationships enabled educators and students to learn across cultural differences despite severely worsening international tensions. The article demonstrates that shared leadership and collaborative working relationships foster harmonious educational settings amidst challenging social/political environments. Educators working under the radar create resilient educational spaces that foster mutual understanding and global harmony.

Since its launch, the LMRC has grown from an innovative approach to lifestyle medicine education into a national graduate medical education initiative spanning more than 480 residency programs across over 230 sites.