Showing Up is Still Resistance: Contextualizing Black Trainee Resistance in Medical Education.

IF 3.9 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Perspectives on Medical Education Pub Date : 2025-07-23 eCollection Date: 2025-01-01 DOI:10.5334/pme.1972

Oriaku A Kas-Osoka, Patricia Poitevien

{"title":"Showing Up is Still Resistance: Contextualizing Black Trainee Resistance in Medical Education.","authors":"Oriaku A Kas-Osoka, Patricia Poitevien","doi":"10.5334/pme.1972","DOIUrl":null,"url":null,"abstract":"<p><p>This commentary amplifies the contributions of Horton et al.'s study on Black physician trainees' professional resistance, situating it within the broader landscape of health professions education (HPE). As Black women physician-educators, we reflect on the profound resonance of the study's themes-resistance as survival, as existence, and as professionalism. Horton et al. employ Endarkened Storywork and Black quilting to not only document Black trainee experiences but to disrupt conventional research paradigms that marginalize their truths. This commentary argues that their work challenges the field to reimagine equity by centering marginalized voices, redefining resistance as a daily, embodied practice, and questioning research frameworks rooted in whiteness. We emphasize the urgency of methodological transformation in HPE and the ethical imperative to design and interpret data in ways that affirm rather than exploit minoritized communities. By framing the acts of showing up, mentoring, and refusing assimilation as legitimate resistance, this work redefines professionalism and provides a roadmap for institutional accountability. To advance equity, educators and researchers must not only study resistance-they must practice it.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"423-426"},"PeriodicalIF":3.9000,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12292053/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1972","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

Abstract

This commentary amplifies the contributions of Horton et al.'s study on Black physician trainees' professional resistance, situating it within the broader landscape of health professions education (HPE). As Black women physician-educators, we reflect on the profound resonance of the study's themes-resistance as survival, as existence, and as professionalism. Horton et al. employ Endarkened Storywork and Black quilting to not only document Black trainee experiences but to disrupt conventional research paradigms that marginalize their truths. This commentary argues that their work challenges the field to reimagine equity by centering marginalized voices, redefining resistance as a daily, embodied practice, and questioning research frameworks rooted in whiteness. We emphasize the urgency of methodological transformation in HPE and the ethical imperative to design and interpret data in ways that affirm rather than exploit minoritized communities. By framing the acts of showing up, mentoring, and refusing assimilation as legitimate resistance, this work redefines professionalism and provides a roadmap for institutional accountability. To advance equity, educators and researchers must not only study resistance-they must practice it.

查看原文本刊更多论文

露面仍是阻力：医学教育中黑人实习生阻力的语境化。

这篇评论放大了Horton等人对黑人医生培训生职业阻力的研究的贡献，将其置于更广泛的卫生专业教育（HPE）的背景下。作为黑人女医生兼教育家，我们反思了该研究主题的深刻共鸣——作为生存、存在和职业精神的抵抗。Horton等人利用endarkenedstorywork和Black quilting不仅记录了黑人实习生的经历，而且打破了将他们的真相边缘化的传统研究范式。这篇评论认为，他们的工作挑战了这个领域，通过将边缘化的声音集中起来，将抵抗重新定义为一种日常的、具体化的实践，并质疑植根于白人的研究框架，从而重新想象公平。我们强调HPE方法转型的紧迫性，以及以肯定而不是剥削少数群体的方式设计和解释数据的道德必要性。通过将出现、指导和拒绝同化的行为定义为合法的抵抗，这项工作重新定义了专业精神，并为机构问责制提供了路线图。为了促进公平，教育工作者和研究人员不仅要研究抵制，还要实践抵制。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Perspectives on Medical Education Multiple-

CiteScore

5.70

自引率

8.30%

发文量

审稿时长

28 weeks

期刊介绍： Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Official journal of the The Netherlands Association of Medical Education (NVMO). Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.