LAUSR

Reviewing a substantial number of RGS submissions as an editorial intern broadened my perspective on translational works in medical education. RGS provides an opportunity for scholars to present their timely innovative efforts concisely in a high-ranked medical education journal to the wider audience of the international community. These three characteristics of being novel, concise and transferrable make writing or reviewing for RGS a demanding task. Reflecting on reviewers' comments and decisions that were made, it became clear to me that successful reports were those focused on a specific problem and offered a sufficient description of the context, a detailed yet concise narration of the innovation, and a critical insight on the innovative aspects of the ‘stuff’ described. I found some authors failed to move beyond the perceived positive aspects of their works towards greater reflection on the lessons learned from successes and failures. The latter is crucial to outline the practical significance of authors' initiatives for other contexts. The range of articles across topics was of great interest even as it is no surprise that the use of technology and virtual modalities for education seems inevitable in the pandemic era. I hope lessons learned from these experiences lead meaningfully to the sustainability of effective technology use in the field.