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From understanding to embracing: A guide on emotions in medical education research: AMEE Guide No. 184.

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Title: From understanding to embracing: A guide on emotions in medical education research: AMEE Guide No. 184.
Authors: Sukhera, Javeed1 (AUTHOR) javeed@drsukhera.com, Klasen, Jennifer2 (AUTHOR), LaDonna, Kori3 (AUTHOR)
Source: Medical Teacher. Nov2025, Vol. 47 Issue 11, p1709-1718. 10p.
Subject Terms: *Emotion regulation, *Medical education, *Qualitative research, *Psychological burnout, *Philosophy of education, *Emotional intelligence, *Emotions, *Decision making, *Research methodology, *Interpersonal relations, Medical protocols, Teams in the workplace, Mindfulness, Reflection (Philosophy), Reflexivity, Medical research, Conceptual structures, Psychological stress, Acquisition of data, Professional competence, Research ethics
Abstract: Emotions refer to conscious and subjectively experienced mental reactions that are often associated with physiological and behavioral changes. In the context of medical education research, emotions have a pervasive influence on how various types of information are perceived and processed, and therefore, can influence how research is designed, conducted, and implemented. While there is considerable research on how emotions affect learning, there is little guidance for researchers on how to recognize and potentially leverage emotions while conducting and disseminating medical education research. Emotions can be potentially beneficial for fostering a stronger connection to research, increasing motivation to conduct sensitive research, and enhancing reflexivity and rigor. In this guide, the authors describe how emotions may influence medical education research while assisting researchers on how to recognize and manage emotions during the research process. This guide builds upon existing research to provide a framework for emotional reflexivity in the context of medical education research. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: From understanding to embracing: A guide on emotions in medical education research: AMEE Guide No. 184.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Nov2025, Vol. 47 Issue 11, p1709-1718. 10p.
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  Data: Emotions refer to conscious and subjectively experienced mental reactions that are often associated with physiological and behavioral changes. In the context of medical education research, emotions have a pervasive influence on how various types of information are perceived and processed, and therefore, can influence how research is designed, conducted, and implemented. While there is considerable research on how emotions affect learning, there is little guidance for researchers on how to recognize and potentially leverage emotions while conducting and disseminating medical education research. Emotions can be potentially beneficial for fostering a stronger connection to research, increasing motivation to conduct sensitive research, and enhancing reflexivity and rigor. In this guide, the authors describe how emotions may influence medical education research while assisting researchers on how to recognize and manage emotions during the research process. This guide builds upon existing research to provide a framework for emotional reflexivity in the context of medical education research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/0142159X.2025.2485091
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 1709
    Subjects:
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Psychological burnout
        Type: general
      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Emotional intelligence
        Type: general
      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Decision making
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Medical protocols
        Type: general
      – SubjectFull: Teams in the workplace
        Type: general
      – SubjectFull: Mindfulness
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
      – SubjectFull: Reflexivity
        Type: general
      – SubjectFull: Medical research
        Type: general
      – SubjectFull: Conceptual structures
        Type: general
      – SubjectFull: Psychological stress
        Type: general
      – SubjectFull: Acquisition of data
        Type: general
      – SubjectFull: Professional competence
        Type: general
      – SubjectFull: Research ethics
        Type: general
    Titles:
      – TitleFull: From understanding to embracing: A guide on emotions in medical education research: AMEE Guide No. 184.
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              M: 11
              Text: Nov2025
              Type: published
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