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PURPOSE: Basic science medical educators (BSME) play a vital role in the training of medical students, yet little is known about the factors that shape their professional identities. This multi-institutional qualitative study investigated factors that support and threaten the professional identity formation (PIF) of these medical educators. METHOD: A qualitative descriptive study was conducted with a purposive sample of 58 BSME from 7 allopathic medical schools in the U.S. In-depth semi-structured interviews of individual BSME were conducted between December 2020 and February 2021 to explore the facilitators and barriers shaping the PIF of BSME. Thematic analysis was conducted. RESULTS: Factors shaping PIF were grouped into 3 broad domains: personal, social, and structural. Interrelated themes described a combination of factors that pushed BSME into teaching (early or positive teaching experiences) and kept them there (satisfaction and rewards of teaching, communities of like-minded people), as well as factors that challenged their PIF (misunderstanding from medical students, clinical, and research faculty, lack of formal training programs, and lack of tenure-track educator positions). The structural environment was reported to be crucial for PIF and determined whether BSME felt that they belonged and were valued. CONCLUSIONS: This study shows that although most BSME derive a sense of fulfillment and meaning from their role as medical educators, they face considerable obstacles during their PIF. Structural change and support are needed to increase recognition, value, promotion, and belonging for BSME to improve the satisfaction and retention of this important group of faculty.

Background: The impact of the National Diabetes Prevention Program (N-DPP) for Latinos "post-program" participation is uncertain. Purpose: We examine the experiences of Latinos who participated in the N-DPP in continuing the dietary and physical activity changes learned in the program. Methods: This is a qualitative descriptive interview study. We recruited 19 Latino adults who participated in a culturally and linguistically adapted N-DPP. Thematic analysis was used to analyze the data and report emerging themes. Results: Participants discussed how the program improved their knowledge about healthier lifestyles, and shared specific tools and strategies that they used to maintain learned program behaviors. Factors related to discontinuation of behaviors included missing the group social support, losing commitment over time, and avoiding family conflict. Maintenance of behaviors was mainly facilitated by family support. Discussion: Our study suggests that Latinos who participated in the N-DPP gained useful knowledge on healthier behaviors and learning strategies for implementation into their lifestyle, but barriers remain. Translation to Health Education Practice: Adaptations of the program for Latinos should consider the important roles of family and social support to improve N-DPP outcomes for this group and better support Latinos in preventing diabetes.

The Teaching Qualitative Psychology Group (TQP) is a group of experienced academics supporting the sharing of best practice in the teaching and supervision of qualitative research methods in psychology. In this paper the group share their knowledge and practice suggestions with a specific focus on supporting academics who do not come from a qualitative research background, but who are supervising qualitative dissertations. This paper will explore why quantitative researchers may want to supervise qualitative dissertations and suggest ways in which this methodological shift might be managed well in the context of the undergraduate project as well as some practical advice for a valuable supervision experience.

This article examines how client expectations about psychological therapy compare with subjective experiences of undertaking therapy. We interviewed 10 clients who had recently completed therapy about their expectations and experiences, and thematically analysed data in the template style. Three themes are presented ([1]"I didn't know what I was capable of"; [2] "It's 50% me, 50% her"; [3] "You take your stabilisers off and off you go") which describe the experience of psychological therapy from the client perspective, and highlight how expectations compared to experiences of therapy, and changed over time. Findings could inform the development of materials to ensure those referred to therapy are well informed and prepared for therapy, potentially promoting improved client experiences and therapy engagement.