{"title":"Exploring Recovery Narratives of Physicians and Medical Trainees with Mental Illness: A Thematic Analysis.","authors":"Mackenzi S Oswald, Donna T Chen","doi":"10.1007/s10912-025-09958-1","DOIUrl":null,"url":null,"abstract":"<p><p>In order to gain a greater understanding of what life is like for physicians and medical trainees experiencing mental illness, six book-length memoirs written by physicians and trainees were analyzed via thematic analysis. All exhibited elements of a recovery narrative. We then queried our data to explore two specific questions we felt would be of special interest to our audience along with a discussion of relevant literature to place our findings in context: (1) What factors are involved in the mental illness recovery journey of physicians and trainees? (2) What stressors do physicians and trainees face as part of their career that may impact how they experience their mental illness? Our analyses revealed that the authors' recovery journeys were fostered by mental health treatment, social supports, religion and/or spirituality, and personality traits. Physicians and trainees both experienced career stressors that impacted their mental health, and these stressors highlighted important issues such as barriers to treatment, medical licensure policies, and stigma. This study provides greater insight into not only some of the challenges of living with mental illness as a physician or trainee but also into what made recovery possible for them and how we might be able to support those who are struggling in the future. Discussing these important topics will hopefully reduce stigma for those experiencing mental illness and potentially influence public policy, specifically around de-stigmatizing physician licensure applications.</p>","PeriodicalId":45518,"journal":{"name":"Journal of Medical Humanities","volume":" ","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Medical Humanities","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s10912-025-09958-1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"HUMANITIES, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
In order to gain a greater understanding of what life is like for physicians and medical trainees experiencing mental illness, six book-length memoirs written by physicians and trainees were analyzed via thematic analysis. All exhibited elements of a recovery narrative. We then queried our data to explore two specific questions we felt would be of special interest to our audience along with a discussion of relevant literature to place our findings in context: (1) What factors are involved in the mental illness recovery journey of physicians and trainees? (2) What stressors do physicians and trainees face as part of their career that may impact how they experience their mental illness? Our analyses revealed that the authors' recovery journeys were fostered by mental health treatment, social supports, religion and/or spirituality, and personality traits. Physicians and trainees both experienced career stressors that impacted their mental health, and these stressors highlighted important issues such as barriers to treatment, medical licensure policies, and stigma. This study provides greater insight into not only some of the challenges of living with mental illness as a physician or trainee but also into what made recovery possible for them and how we might be able to support those who are struggling in the future. Discussing these important topics will hopefully reduce stigma for those experiencing mental illness and potentially influence public policy, specifically around de-stigmatizing physician licensure applications.
期刊介绍:
Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.