Reconceptualising teacher engagement in health professions education via emotional narratives and professional identity processes: an AI-prompted qualitative study
This qualitative study of 17 health professions education faculty members reveals that teacher engagement is a dynamic process shaped by emotional experiences, narrative sense-making, and professional identity work, which are further influenced by institutional structures and the dual role of AI-prompted reflection as both a resource for deeper insight and a source of strain.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
In the world of medical training, the success of a future doctor depends heavily on the teachers who guide them. For decades, researchers have tried to measure how well these educators are doing their jobs. They have mostly looked at what teachers do on the surface: how many hours they spend in the classroom, how energetic they appear, and whether they follow the rules. These are visible signs, like checking the fuel gauge on a car. But this approach misses the engine itself. It fails to capture the internal life of the teacher: the quiet joy of seeing a student finally understand a complex idea, the heavy weight of exhaustion after a long week, or the deep sense of purpose that makes someone choose teaching over other career paths. Understanding this inner world is crucial because when teachers are truly engaged, students learn better and stay in the profession longer. When they are not, the entire system suffers.
A new study from the Gulf Medical University and Erasmus University Medical Center seeks to look past the surface. The researchers wanted to understand how medical teachers experience their work not just as a set of tasks, but as a living story filled with emotions and personal meaning. To do this, they spoke with seventeen faculty members at a single university in the United Arab Emirates. Instead of asking standard questions like "How satisfied are you with your job?", the researchers used a unique tool: they asked the teachers to respond to prompts generated by artificial intelligence. These prompts were not simple questions but rather invitations to imagine their work as a journey, a plant, or a weather pattern. By asking teachers to tell stories and use metaphors, the researchers hoped to uncover feelings and thoughts that a standard survey would never reveal.
The study found that teacher engagement is not a static state of being "on" or "off." Instead, it is a dynamic flow that rises and falls based on emotional exchanges with students. When a teacher sees a spark of understanding in a student's eyes, it acts as a recharge, giving them the energy to keep going. Conversely, when students are disengaged or the teacher feels overwhelmed by paperwork, that energy drains away. The teachers described their work as a relationship where their own emotional state is deeply tied to the students' responses. If the students are active and curious, the teacher has a great day. If the students are struggling or silent, the teacher feels worried and drained. This emotional reciprocity suggests that engagement is not just an individual trait but a shared energy system between the teacher and the learner.
Beyond these immediate feelings, the teachers made sense of their careers by telling stories about their own journeys. They did not view their time in the classroom as a flat line but as a path with ups and downs. Some described their early years as a foggy road where they were unsure of their direction, which eventually cleared into a smooth highway as they gained experience. Others spoke of their work as a plant that needed specific nutrients to grow, or as a tree with deep roots that provided shade for others. These stories helped them navigate difficult times. When they felt tired or frustrated, they used these internal narratives to remind themselves why they started, to see their struggles as temporary, and to find a way to keep moving forward. The act of telling these stories was itself a way to stay engaged.
A central part of this engagement was the teachers' professional identity. For many, teaching was not just a job they did; it was who they were. They saw themselves as mentors and guides, responsible for shaping the future of their students. This sense of purpose was powerful, but it often clashed with the reality of their work environment. The teachers reported that while they felt a deep moral duty to teach, the university structure often worked against them. Heavy workloads, endless administrative paperwork, and a lack of recognition for their teaching efforts created a gap between who they wanted to be and what they were able to do. They felt that their teaching was undervalued compared to their research or clinical work, leading to a sense of frustration that threatened to erode their engagement.
The study also highlighted the role of technology, both as a tool for teaching and as a method for reflection. The teachers used digital tools to make their lessons more engaging, but they also felt the pressure of constantly having to adapt to new technologies. Interestingly, the artificial intelligence prompts used in the interviews themselves became a source of insight. By asking teachers to imagine their work as a storm or a journey, the prompts helped them articulate feelings they might not have expressed in a normal conversation. The AI acted as a mirror, allowing teachers to see their own experiences more clearly. However, the researchers noted that this method also brought up new uncertainties, as some teachers felt overwhelmed by the pace of technological change.
The researchers concluded that to support teachers, institutions need to look beyond simple metrics like hours worked or classes taught. They must address the emotional and narrative dimensions of the job. This means creating spaces where teachers can reflect on their experiences, share their stories, and process their emotions without fear of judgment. It also means fixing the structural problems that cause burnout, such as reducing administrative burdens and ensuring that teaching is genuinely valued and rewarded. The study suggests that when teachers feel their work is recognized and their emotional needs are met, they are better able to sustain the deep engagement that benefits their students. While the study was limited to one university and used a specific method of interviewing, it offers a clear picture of the human side of medical education, showing that the heart of teaching lies in the complex interplay of emotion, story, and identity.
Drowning in papers in your field?
Get daily digests of the most novel papers matching your research keywords — with technical summaries, in your language.