Chronic pelvic pain (CPP) in women is a term that encompasses a range of conditions, including endometriosis, vulvodynia, painful bladder syndrome and adenomyosis. Given the impact on penetrative sex, fertility and potentially motherhood, CPP may also impact on women's identities as a wife or partner, a mother, and a woman. The aim of this study was to explore similarities and differences in experiences of women with endometriosis and non-endometriosis related CPP. A total of 17 participants aged between 21 and 48 years old participated in three focus groups. Using reflexive thematic analysis three main themes were found: the struggling woman, the unheard woman and the self-silenced woman. Women, regardless of the cause of their CPP, reported significant impacts on their intimate relationships, fertility, and parenting but those with non-endometriosis CPP often reported greater trouble communicating about pelvic pain in the workplace due to the “taboo” nature of discussing their vulval pain. Many participants described how a societal normalisation of pelvic pain resulted in women silencing their experiences, rendering their pain invisible. While women wanted to resist such silencing through information and support seeking, women with non-endometriosis CPP described fewer avenues to accessing credible informational resources or networks for support.

Peer support is a widely recognized approach in higher education, improving learning efficiency, facilitating the exchange of knowledge, and helping students transition into university life through mutual help and collaboration. However, the evidence on the impact of peer support for an online study format, specifically in the context of postgraduate public health and health science students, is limited. This study evaluates a peer support program for postgraduate health students in the Social Determinants of Health subject at Western Sydney University who enrolled in Autumn 2021. Students were randomly allocated in groups of 4–5, and their experiences were evaluated using four focus groups discussions (FGDs). Inductive thematic analysis was conducted on the transcripts. The following three major themes were identified: (i) transitioning into university life and building academic support, (ii) promoting collaborative learning among peers, and (iii) engagement drivers, barriers, and suggested solutions. This study emphasizes the importance of peer support in aiding students’ transition into university, providing academic assistance, and addressing unexpected challenges such as the COVID-19 pandemic.

(1) Background: Migrant and refugee youth’s (MRY’s) sexual and reproductive health and rights (SRHRs) are a global health issue. MRY encounter adverse SRH experiences due to limited access to and knowledge of SRHRs services. Using a socioecological framework, this study examined the barriers affecting MRY’s SRHRs. (2) Methods: A cross-sectional study utilising a participatory action research design was used. A total of 87 MRY (ages 16–26, from 20 cultural groups within Greater Western Sydney, Australia) completed seventeen focus group discussions on their SRHRs experiences. The focus groups were co-facilitated by youth project liaisons to ensure their authenticity and validity. The data were analysed thematically and interpreted using socioecological theory. (3) Results: The findings identified socioecological barriers, a lack of awareness about and access to services, and sociocultural dissonance as leading to the under-implementation of SRHRs services. These barriers included cultural disconnects, language barriers, remote service locations, intergenerational cultural conflicts, and ineffective SRHRs services. The key themes identified included traditional and institutional stigma, lack of SRH education, reliance on social media for SRH information, and privacy concerns. (4) Conclusions: There is a limited consideration of MRY’s SRHRs and the impact of intergenerational discordance and stigma on MRY’s rights. The findings suggest the necessity for a collaborative SRHRs strategy and policy design that empowers MRY’s agency across multicultural contexts.

Peer support is a widely adopted strategy in higher education, facilitating student engagement in socially safe groups to enhance knowledge and social skills. While its benefits are recognized during in-person education, evidence supporting these benefits in an online format of study, especially among postgraduate health students, remains scarce. This study explored the impact of a peersupport program on the social and emotional well-being of postgraduate health students who were studying online during the COVID-19 pandemic. Peer support groups were implemented for a mixed group of local and international students enrolled in a postgraduate health subject delivered online in 2021 at Western Sydney University, Australia. Data were collected using four focus group discussions conducted via Zoom, transcribed verbatim, translated (as required), and analyzed through inductive thematic analysis. Three major themes were identified: (i) emotional well-being and social support; (ii) social interactions and forming friendships; and (iii) facilitators and barriers to engagement. This study highlights the positive impact of the peer support program in enhancing social and emotional well-being among post-graduate health students, with most being international students. Despite the challenges posed by online learning during COVID-19, students experienced significant social, emotional, and cultural benefits from participating in the peer support program.

There is increasing evidence on the positive outcomes of engaging students and community partners in medical education, especially in achieving social accountability. However, less is known about the steps through which these engagements are established. This paper outlines twelve tips on establishing a robust and enduring partnership with students and community partners in medical education, using examples from the Western Sydney University School of Medicine. While context is paramount in any engagement program, these tips are formulated to be transferable to medical education settings in different countries, education systems, and the broader context of health professional education.