February in this issue

Patients are expected to be actively engaged as partners in education. However, little is known about what these partnerships mean and how they can be achieved in practice. This qualitative case study explored patients', educators' and students' perceptions of patient partnerships in health care education. Participants felt that true partnerships were about valuing patients for their contributions, irrespective of the extent of their involvement. This contrasts established conceptualisations of patient partnerships as requiring equality and as only being achievable at the highest levels of involvement. A model for achieving patient partnerships in educational practice is proposed.

Bennett-Weston, A, Gay, S, Anderson, E. Reflecting on the spectrum of involvement: how do we involve patients as partners in education? Med Educ 2025; 59(2): 198-209. 10.1111/medu.15484.

Little is known about how primary care professionals cultivate a positive attitude to caring for patients in complex and challenging social situations. Qualitative analysis undertaken in this study of that issue identified two themes about their passion: (i) the joy derived from interacting with patients and (ii) the joy derived from professional growth or development. Despite the inherent challenges, professionals demonstrated vibrancy and pleasure in their interactions with patients and their professional development. Several factors about developing, maintaining and spreading a positive attitude were also identified. These findings may contribute to a reduction in the disparity of distribution of primary care by highlighting ways in which interest in primary care can be raised.

Mizumoto, J, Fujikawa, H, Mitsuyama, T, Izumiya, M, Eto, M. Positive perspectives of primary care professionals toward patients in complex and challenging social situations in Japan: an educational opportunity. Med Educ 2025; 59(2): 188-197. 10.1111/medu.15488.

Effective medical training hinges on well-timed and structured rituals that transition students from academia to clinical practice. This study explores how these rituals shape professional identity in medical trainees. Key findings suggest that a successful training program includes sequential rituals in the transition period, with clear start and end points, senior supervision and opportunities for reflection and practice. The research emphasizes that such rituals are crucial for fostering consistent professional identities and advancing medical careers.

Hong, J-H, Chu, C-L, Tsai, D F-C, Liao, E-C, Yeh, H-M. Impact of liminality and rituals on professional identity formation in physician training. Med Educ 2025; 59(2): 173-181. 10.1111/medu.15483.

Setting fire to injustice in medical education, this study follows a group of trainees who engaged in acts of resistance against social harm and injustice across one year to understand how their efforts shifted across time. Their resistance was contextualized into the metaphor of wildfires, drawing on the concepts of ‘open fires’ (that are visibly active in the moment) and ‘zombie fires’ (less visible, but smouldering). When trainees experienced transitioned to new institutions, stepped into new positions or interacted with new colleagues, they set fires. In some cases, fires would burn brightly; in others, trainees conserved energy and strategized. In one example, fires were extinguished because the harm was addressed.

Wyatt, T, Scarlett, E, Jain, V, Ma, TL. Stoking the fires of professional resistance: trainees' efforts across time. Med Educ 2025; 59(2): 182-187. 10.1111/medu.15489.