Bibliographic Details
| Title: |
From Suppression to Integration: A Self‐Determination Theory Perspective on Emotion Regulation in Medical Education. |
| Authors: |
Neufeld, Adam1 (AUTHOR) adam.neufeld@ucalgary.ca |
| Source: |
Clinical Teacher. Dec2025, Vol. 22 Issue 6, p1-6. 6p. |
| Subject Terms: |
*Emotion regulation, *Professional education, *Medical education, *Emotional intelligence, *Curriculum planning, *Medical personnel training, Self-determination theory, Mental health |
| Abstract: |
Purpose: Emotions influence physicians' learning, well‐being and clinical care. Yet, emotion regulation remains an underdeveloped area in medical education, often lacking the conceptual clarity and structure needed for consistent teaching and assessment. This paper introduces self‐determination theory (SDT) as a comprehensive framework for advancing emotion regulation in clinical training and practice. Argument SDT describes three distinct forms of emotion regulation—dysregulation, suppression and integration—each shaped by the degree to which basic psychological needs for autonomy, competence and relatedness are supported. Clinical learning environments may unintentionally foster suppression or dysregulation through cultural norms and structural pressures. These patterns can undermine physician wellness and patient care, whereas integrated regulation has been linked to resilience, empathy and sustained professional engagement. Insights: SDT brings conceptual precision, strong empirical foundations and existing validated tools for assessment. It offers educators and institutions a ready‐to‐use framework to support emotional development through curriculum design, coaching and organisational culture, enabling emotion regulation to be approached as a developmental skill. Conclusion: Applying SDT to emotion regulation offers a promising path forward for medical education. It provides a shared language and actionable strategies to foster emotional integration, enhancing learner development, care quality and system sustainability. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
