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Abstract Medical education is a complex field involving interacting contexts of settings, individuals, and institutional culture. Understanding how contexts interact is important for the applicability of research findings. In this article, the authors describe contexts highlighted in this year’s Research in Medical Education articles related to being and belonging, the definition of medical education, assessment and feedback, and learning and climate. The authors summarize the various contexts and examine implications for the medical education research community.
Colbert‐Getz et al. (Fri,) studied this question.