ArticleBMC medical education2025
"Being the resource is the number one thing": health professionals supporting trainees' professional acts of resistance.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeIn health professions education (HPE), trainees' resistance against structural harm and social injustice has gained prominence. However, understanding faculty perspectives on supporting such resistance remains limited. This study delves into how HPE faculty conceptualize and support trainees' resistance efforts, exploring boundaries, rationales, and strategies.
methodUsing constructivist grounded theory, we interviewed 24 faculty members in HPE, including medicine, nursing, pharmacy, and physician assistant. Data were analyzed using open, focused coding, and constant comparative methods. We also drew from conceptual frameworks including tempered radicals and personal space theory to help understand faculty's conceptualization of boundaries.
resultsWe organized the data into four themes. While most HPE faculty acknowledge the importance of supporting trainees, they hold divergent views regarding when to offer such support and how trainees should engage in acts of resistance. We identify four common boundaries-patient safety, professionalism, professional consequences, and personal safety-that influence faculty considerations. within these boundaries, various supporting strategies were employed, including affirming, building mindset against tokenism, and minimizing DEI performative action.
conclusionsThese findings highlight the dual role of faculty in balancing professional standards while fostering a space for trainees' work, which offer insights for trainees to realign their resistance efforts with these boundaries.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.