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A Completely Normal Conversation With a Box.

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Resiliency in health professions education is often taught as self-care. This series explores the tension between individual self-care and group solidarity for true wellness and resiliency.

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Area of Science:

  • Medical Education
  • Public Health
  • Sociology of Health

Background:

  • Health professional students frequently equate resiliency with self-care during their education.
  • This perspective may oversimplify the multifaceted nature of resilience.
  • Understanding diverse resilience models is crucial for effective student support.

Purpose of the Study:

  • To examine the dialectical tension between individual self-care and collective action in health professions education.
  • To explore how 'wellness' is actualized and mobilized within these educational settings.
  • To challenge the narrow definition of resiliency solely as self-care.

Main Methods:

  • Analysis of a graphic series illustrating concepts of resiliency.
  • Exploration of the interplay between individual coping mechanisms and group solidarity.
  • Qualitative examination of 'wellness' mobilization in health professions education.

Main Results:

  • A tension exists between defining resiliency as individual self-care versus group action or solidarity.
  • Actualizing 'wellness' in health professions education involves both personal strategies and collective efforts.
  • The current educational approach may not fully capture the complexities of building robust resiliency.

Conclusions:

  • Resiliency in health professions education requires a broader understanding beyond individual self-care.
  • Promoting collective action and solidarity is essential for fostering true wellness.
  • Rethinking educational strategies can better support student resilience and well-being.