Conceptual shift advocates for broader understanding of sexual misconduct in health professions education, highlighting systemic issues.
In this 'When I say …' article, the authors argue for a conceptual shift in how health professions education understands and responds to sexual misconduct. We contend that sexual misconduct is frequently narrowly defined, individualised and downplayed in ways that obscure its systemic nature and limit meaningful action. Drawing on concepts of power, knowledge and institutional culture, we argue that health professions education will continue to misunderstand both the prevalence and impact of sexual misconduct unless it adopts a broader, justice-oriented paradigm that takes everyday experiences, relational harm and structural conditions seriously.
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Finn et al. (2026) studied this question.
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