September In This Issue

A meta-study analysing the Discourses of Discourse Analysis in health professions education

Discourse analysis has been used as an approach to conducting research in health professions education (HPE) for many years. However, because there is no one ‘right’ interpretation of or approach to it, quite what discourse analysis is, how it could/should be used, and how it can be appraised is unclear. This ambiguity risks undermining the trustworthiness and coherence of the methodology and any findings it produces. To address these issues, MacLeod, Ellaway and Cleland present a framework to facilitate transparent and complete reporting of discourse analysis research, to help readers assess the trustworthiness of the findings from such work.

MacLeod, A, Ellaway, R, Cleland, J. A meta-study analysing the Discourses of Discourse Analysis in health professions education. Med Educ. 2024;58(9): 1058-1070. doi: 10.1111/medu.15309.

“The faculty was really hearing what I had to say and really validating who I was”: Learning from Validation Theory to Support Students of Color in Undergraduate Medical Education

Verbal expressions of validation can be extremely beneficial to medical students of color, both at a personal level and to help address the larger, often harmful structural contexts of medical school. This article offers concrete and practical examples of ways faculty and clinical faculty can support medical students of color through six elements of Validation Theory. From focus group discussions at a US community-based medical school, students and faculty provided examples of validating experiences when students were made to feel recognized as whole individuals, felt increased self-worth, and had a sense of belonging through personal relationships with faculty.

Blalock AE, Ozdemir S, Garcia AJ, Lyons EG. “The faculty was really hearing what I had to say and really validating who I was”: Learning from Validation Theory to Support Students of Color in Undergraduate Medical Education. Med Educ. 2024;58(9): 1117-1125. doi: 10.1111/medu.15364.

Study demands and resources affect academic well-being and life satisfaction of undergraduate medical students in the Netherlands

Undergraduate medical students report poor academic well-being (high burnout and low engagement) and low life satisfaction in an educational context of high study demands (heavy workload). When combined with low study resources (limited growth opportunities), such contexts were associated with reduced academic well-being. Peer support buffered the negative impact of a heavy workload on academic burnout and, subsequently, life satisfaction. Therefore, medical schools should consider facilitating peer support and growth opportunities as well as reducing workload to support students' academic well-being and life satisfaction.

Scheepers, R, Hilverda, F, Vollmann, M. Study demands and resources affect academic well-being and life satisfaction of undergraduate medical students in the Netherlands. Med Educ. 2024;58(9): 1097-1106. doi: 10.1111/medu.15456.

Physicians' Lifelong Learning Journeys: A Narrative Analysis of Continuing Professional Development Struggles

Continuing professional development is crucial, yet learning in practice is challenging. This study uses physicians' narratives to better understand the lifelong learning journeys of physicians in a large hospital network. Three noteworthy challenges are presented that describe how physicians see learning as important but challenging due to a lack of support, other priorities, and engagement in learning that was available but not necessarily relevant. The conclusion highlights that learning is not fully supported by the CPD systems that are currently in place. To encourage meaningful learning, the complex interplay of factors impeding CPD engagement should inform future innovations.

Allen, L, Balmer, D, Varpio, L. Physicians' Lifelong Learning Journeys: A Narrative Analysis of Continuing Professional Development Struggles Med Educ. 2024;58(9): 1086-1096. doi: 10.1111/medu.15375.