From Suppression to Integration: A Self‐Determination Theory Perspective on Emotion Regulation in Medical Education.
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| Title: | From Suppression to Integration: A Self‐Determination Theory Perspective on Emotion Regulation in Medical Education. |
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| 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] |
| Copyright of Clinical Teacher is the property of Wiley-Blackwell 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189392574 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From Suppression to Integration: A Self‐Determination Theory Perspective on Emotion Regulation in Medical Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Neufeld%2C+Adam%22">Neufeld, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> adam.neufeld@ucalgary.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Dec2025, Vol. 22 Issue 6, p1-6. 6p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+personnel+training%22">Medical personnel training</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/tct.70240 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 1 Subjects: – SubjectFull: Emotion regulation Type: general – SubjectFull: Professional education Type: general – SubjectFull: Medical education Type: general – SubjectFull: Emotional intelligence Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Medical personnel training Type: general – SubjectFull: Self-determination theory Type: general – SubjectFull: Mental health Type: general Titles: – TitleFull: From Suppression to Integration: A Self‐Determination Theory Perspective on Emotion Regulation in Medical Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Neufeld, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17434971 Numbering: – Type: volume Value: 22 – Type: issue Value: 6 Titles: – TitleFull: Clinical Teacher Type: main |
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