Abstract

In social science research, there is a growing recognition of the impact of emotionality on the wellbeing of researchers undertaking research, particularly regarding research into what may be deemed “sensitive topics”. Through educating the next generation of medical and health professionals, academics and students are exposed to the full spectrum of life and death as well as a wide range of scenarios and lived experiences which will inevitably provoke an emotional
response.

There are clear benefits to students from undertaking this style of learning, which makes for more empathetic practitioners, however it would be naive to ignore the potential impact on the mental health and wellbeing of both students and teaching staff. As students are still forming their sense of professional identity, it may be felt that it is unprofessional to express emotions that are generated through challenging situations, leading to adverse effects on their own mental health and wellbeing, or to the loss of learning opportunities by choosing to avoid sessions which they know will involve emotionally challenging content.

This poster explores the concept of empowerment for medical and healthcare educators and students alike. Through recognising the potential for psychological trauma that may be unearthed in teaching and learning about sensitive issues, we can reframe this narrative to allow us to recognise the emotionality of the experiences we are having, process these in a psychologically safe and healthy way and ultimately use these experiences to allow others to benefit from the
lessons learned.