{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,26]],"date-time":"2026-08-26T19:01:22Z","timestamp":1787770882595,"version":"build-2784847793"},"reference-count":28,"publisher":"Wiley","issue":"11","license":[{"start":{"date-parts":[[2024,5,4]],"date-time":"2024-05-04T00:00:00Z","timestamp":1714780800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2024,11]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Much of the literature on harm and injustice in medical education focuses on the impact of oppression rather than trainees' efforts to create change. To acknowledge and make visible these efforts, medical education professionals must grasp how trainees perceive resistance and their role in effecting change. Employing functional linguistic and \u2018everyday\u2019 resistance theories, this critical qualitative study aims to understand trainees' conceptions of resistance practices and their representational choices in moments when they talked about and conceptualised resistance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Gathering participants through professional networks and snowball sampling, this study employed in\u2010depth interviews to explore the conceptualisations of resistance among North American medical trainees (9 medical students, 9 residents and fellows). With the use of an applied functional linguistic analysis framework, we analysed the representational metafunction in trainees' conceptualisation of their resistance efforts against social injustice. We began with open coding for \u2018everyday\u2019 acts of resistance and then shifted to focused coding on verbal process types in participants' language to characterise their conceptualisations of resistance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>Participants conceptualised their resistance practices in three distinct ways: first, an almost physical pushing back, drawing largely on material process types (doing); second, an embodied standing up and being present, based predominantly on material and relational process types (being); and third, an epistemic bringing to light, grounded mostly in mental and verbal process types (thinking). These processes of resistance reflect participants' conceptualisations of their efforts to challenge the status quo around inequity, harm and injustice in medical education.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>This study builds on resistance literature, offering a potential typology of resistance practices as pushing back, being and bringing to light. Because these are \u2018everyday\u2019 acts of resistance, these are tactics available to everyone, including faculty; we all have the power to resist, whether it is in teaching and learning or interacting with larger structures in medicine.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/medu.15400","type":"journal-article","created":{"date-parts":[[2024,5,4]],"date-time":"2024-05-04T04:49:06Z","timestamp":1714798146000},"page":"1343-1349","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["<i>Pushing<\/i>\n                    ,\n                    <i>standing<\/i>\n                    and\n                    <i>bringing to light<\/i>\n                    : How medical trainees conceptualise professional resistance"],"prefix":"10.1111","volume":"58","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3033-5552","authenticated-orcid":false,"given":"Abigail","family":"Konopasky","sequence":"first","affiliation":[{"name":"Department of Medical Education Dartmouth College Geisel School of Medicine  Hanover New Hampshire USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8349-6432","authenticated-orcid":false,"given":"Ting Lan","family":"Ma","sequence":"additional","affiliation":[{"name":"Center for Health Professions Education Uniformed Services University of the Health Sciences  Bethesda Maryland USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0071-5298","authenticated-orcid":false,"given":"Tasha R.","family":"Wyatt","sequence":"additional","affiliation":[{"name":"Center for Health Professions Education Uniformed Services University of the Health Sciences  Bethesda Maryland 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discerning between pushing too hard and not enough in trainees' acts of professional resistance","author":"Wyatt TR","year":"2024","journal-title":"Adv Health Sci Educ"}],"container-title":["Medical 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