Beyond the faculty-student dyad: Disentangling the hidden factors shaping graduate HPE advising success

Authors

Holly S. Meyer, Department of Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
Anita Samuel, Department of Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
Lauren A. Maggio, Department of Medical Education, University of Illinois Chicago, College of Medicine, Chicago, IL, USA.
Jennifer Cleland, Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore.
Anthony R. Artino, School of Medicine and Health Sciences, George Washington University, Washington, DC, USA.
Emily Scarlett, Department of Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
Paolo C. Martin, Department of Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD, USA.

Document Type

Journal Article

Publication Date

1-10-2026

Journal

Medical teacher

DOI

10.1080/0142159X.2025.2610405

Keywords

academic advising; educational measurement; organizational policy; professional development; qualitative research

Abstract

INTRODUCTION: Advising is essential for student success in graduate health professions education (HPE). Advising does not happen in a vacuum, yet most research focuses narrowly on advisor-advisee relationships. To address this gap, this study examines how institutional structures, policies, and programmatic dynamics influence the effectiveness of advising in graduate HPE. METHODS: We conducted semi-structured interviews with 15 HPE program leaders across six WHO regions. Using framework analysis guided by Activity Theory and the concept of knotworking, we analyzed how institutional systems shape advising practices. RESULTS: Five institutional factors were identified: (1) strategic advisor recruitment, (2) supportive advising cultures, (3) bureaucratic and resource constraints, (4) advisor training and evaluation, and (5) recognition and support for advisors. Leaders described advising as an adaptive, cross-system process shaped by institutional complexity and evolving student needs. DISCUSSION: Advising in graduate HPE operates beyond dyadic relationships. It is embedded within institutional activity systems and requires ongoing negotiation across structural boundaries. Programs must adopt systemic strategies, such as faculty development, workload alignment, and policy reform, to support effective advising networks.

APA Citation

Meyer, Holly S.; Samuel, Anita; Maggio, Lauren A.; Cleland, Jennifer; Artino, Anthony R.; Scarlett, Emily; and Martin, Paolo C., "Beyond the faculty-student dyad: Disentangling the hidden factors shaping graduate HPE advising success" (2026). GW Authored Works. Paper 8595.
https://hsrc.himmelfarb.gwu.edu/gwhpubs/8595

Department

Health, Human Function, and Rehabilitation Sciences