We should nudge clinicians and trainees to participate in health professions education programmes.
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| Title: | We should nudge clinicians and trainees to participate in health professions education programmes. |
|---|---|
| Authors: | Harper, Lea1 (AUTHOR), Coderre, Sylvain2 (AUTHOR), Lithgow, Kirstie3 (AUTHOR), Kelly‐Turner, Kenna4 (AUTHOR), Davis, Melinda1 (AUTHOR), McLaughlin, Kevin2 (AUTHOR) kmclaugh@ucalgary.ca |
| Source: | Medical Education. Dec2025, Vol. 59 Issue 12, p1333-1340. 8p. |
| Subject Terms: | *Medical education, *Education theory, *Vocational guidance, Medical protocols, Satisfaction, Evaluation of human services programs, Mentoring, Hospital medical staff, Patient participation |
| Abstract: | Health Professional Education (HPE) programmes, such as mentorship, are widely regarded as being advantageous to the personal and professional development of clinicians and trainees. Involvement in a mentoring relationship is associated with positive outcomes for both mentees and mentors, including improved career preparation, increased career success, higher job satisfaction and reduced risk of burnout. Despite these data, a minority of trainees report having a mentor. In this Cross‐Cutting Edge article, the authors focus on an impediment to participation in HPE programmes that they feel are both highly prevalent and modifiable: habit. Taking the example of mentorship, they use dual processing as their theoretical framework and describe how we use both System 1 and System 2 processing to make decisions that, in turn, promote habitual and goal‐directed actions, respectively. The authors discuss the relationship between habitual and goal‐directed actions and suggest that habits can both facilitate and hinder our goals. Drawing on the clinical literature on adherence to clinical practice guidelines, they describe how habits and contextual factors can interfere with clinical goals and how manipulating the clinical environment can move behaviour in the desired direction. They then branch into behavioural economics to describe the features of a nudge (and a sludge) and review the literature on the effectiveness of this type of intervention – including potential ethical concerns around the use of nudges as behavioural interventions. Using the MINDSPACE mnemonic/framework they suggest different types of transparent and non‐transparent nudges that could be used to increase participation in mentorship. Recognizing that mentorship is complex and the impact of a single nudge on behaviour may be ineffective or wane over time, the authors propose a process of ongoing programme evaluation and quality improvement that could help create and maintain a culture of mentorship and that can also be applied to other HPE programmes. Drawing on behaviour al economics, Harper et al. suggest ways in which we might turn mentoring into a habit to increase the rate at which trainees receive the suport they need. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189913556 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: We should nudge clinicians and trainees to participate in health professions education programmes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Harper%2C+Lea%22">Harper, Lea</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Coderre%2C+Sylvain%22">Coderre, Sylvain</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lithgow%2C+Kirstie%22">Lithgow, Kirstie</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kelly‐Turner%2C+Kenna%22">Kelly‐Turner, Kenna</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Davis%2C+Melinda%22">Davis, Melinda</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McLaughlin%2C+Kevin%22">McLaughlin, Kevin</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> kmclaugh@ucalgary.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Dec2025, Vol. 59 Issue 12, p1333-1340. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+theory%22">Education theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+guidance%22">Vocational guidance</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+protocols%22">Medical protocols</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+medical+staff%22">Hospital medical staff</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+participation%22">Patient participation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Health Professional Education (HPE) programmes, such as mentorship, are widely regarded as being advantageous to the personal and professional development of clinicians and trainees. Involvement in a mentoring relationship is associated with positive outcomes for both mentees and mentors, including improved career preparation, increased career success, higher job satisfaction and reduced risk of burnout. Despite these data, a minority of trainees report having a mentor. In this Cross‐Cutting Edge article, the authors focus on an impediment to participation in HPE programmes that they feel are both highly prevalent and modifiable: habit. Taking the example of mentorship, they use dual processing as their theoretical framework and describe how we use both System 1 and System 2 processing to make decisions that, in turn, promote habitual and goal‐directed actions, respectively. The authors discuss the relationship between habitual and goal‐directed actions and suggest that habits can both facilitate and hinder our goals. Drawing on the clinical literature on adherence to clinical practice guidelines, they describe how habits and contextual factors can interfere with clinical goals and how manipulating the clinical environment can move behaviour in the desired direction. They then branch into behavioural economics to describe the features of a nudge (and a sludge) and review the literature on the effectiveness of this type of intervention – including potential ethical concerns around the use of nudges as behavioural interventions. Using the MINDSPACE mnemonic/framework they suggest different types of transparent and non‐transparent nudges that could be used to increase participation in mentorship. Recognizing that mentorship is complex and the impact of a single nudge on behaviour may be ineffective or wane over time, the authors propose a process of ongoing programme evaluation and quality improvement that could help create and maintain a culture of mentorship and that can also be applied to other HPE programmes. Drawing on behaviour al economics, Harper et al. suggest ways in which we might turn mentoring into a habit to increase the rate at which trainees receive the suport they need. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189913556 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/medu.15749 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 1333 Subjects: – SubjectFull: Medical education Type: general – SubjectFull: Education theory Type: general – SubjectFull: Vocational guidance Type: general – SubjectFull: Medical protocols Type: general – SubjectFull: Satisfaction Type: general – SubjectFull: Evaluation of human services programs Type: general – SubjectFull: Mentoring Type: general – SubjectFull: Hospital medical staff Type: general – SubjectFull: Patient participation Type: general Titles: – TitleFull: We should nudge clinicians and trainees to participate in health professions education programmes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Harper, Lea – PersonEntity: Name: NameFull: Coderre, Sylvain – PersonEntity: Name: NameFull: Lithgow, Kirstie – PersonEntity: Name: NameFull: Kelly‐Turner, Kenna – PersonEntity: Name: NameFull: Davis, Melinda – PersonEntity: Name: NameFull: McLaughlin, Kevin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 59 – Type: issue Value: 12 Titles: – TitleFull: Medical Education Type: main |
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