'I too can be a good physician who still makes mistakes': Exploring medical students' emotions and emotional regulation towards mistakes.
Saved in:
| Title: | 'I too can be a good physician who still makes mistakes': Exploring medical students' emotions and emotional regulation towards mistakes. |
|---|---|
| Authors: | Zheng, Binbin1 (AUTHOR) binbin.zheng@usuhs.edu, Wyatt, Tasha R.1 (AUTHOR), Rey, Jeanmarie2 (AUTHOR), Goodie, Jeffrey L.2 (AUTHOR), Pierre, Elyse Fiore2 (AUTHOR), Dimmick, Ava3 (AUTHOR), Gromacki, Emma3 (AUTHOR), Merkebu, Jerusalem1 (AUTHOR) |
| Source: | Medical Teacher. Aug2026, Vol. 48 Issue 8, p1334-1344. 11p. |
| Subject Terms: | *Emotion regulation, *Fear, *Qualitative research, *Undergraduates, *Emotions, *Help-seeking behavior, *Research, *Research methodology, *Psychology of medical students, *Student attitudes, *Cognition, *Written communication, Medical errors, Conceptual models, Responsibility, Physicians' attitudes, Thematic analysis, Psychology, Guilt (Psychology), Shame, Self-consciousness (Awareness), Commitment (Psychology), Social support |
| Abstract: | Introduction: Medical mistakes evoke intense emotions among trainees and are often framed through shame and distress. This study explores how medical students respond emotionally to clinical mistakes and how they regulate those emotions through reflective writing after hearing health professionals share stories of error. Methods: We conducted a qualitative descriptive study analyzing reflective essays from 21 medical students following a panel on clinical mistakes. Thematic analysis was guided by Gross's Process Model of Emotional Regulation, while allowing for inductive themes to emerge. Results: Students described a range of emotional responses, including fear, guilt, and shame, rooted in personal histories and the culture of medicine. Emotional regulation strategies included cognitive reappraisal, response modulation, and metacognitive reflection. Students demonstrated self-awareness, growth mindset, and commitments to personal accountability. Students also emphasized the importance of help-seeking and social support in navigating emotionally challenged experiences. Discussion: Mistakes in medicine are emotionally complex and shaped by systemic and cultural forces. Reflective writing can foster adaptive emotional regulation and support professional identity development. Structuring emotionally safe learning environments is critical to transforming the culture around medical errors. [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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Introduction: Medical mistakes evoke intense emotions among trainees and are often framed through shame and distress. This study explores how medical students respond emotionally to clinical mistakes and how they regulate those emotions through reflective writing after hearing health professionals share stories of error. Methods: We conducted a qualitative descriptive study analyzing reflective essays from 21 medical students following a panel on clinical mistakes. Thematic analysis was guided by Gross's Process Model of Emotional Regulation, while allowing for inductive themes to emerge. Results: Students described a range of emotional responses, including fear, guilt, and shame, rooted in personal histories and the culture of medicine. Emotional regulation strategies included cognitive reappraisal, response modulation, and metacognitive reflection. Students demonstrated self-awareness, growth mindset, and commitments to personal accountability. Students also emphasized the importance of help-seeking and social support in navigating emotionally challenged experiences. Discussion: Mistakes in medicine are emotionally complex and shaped by systemic and cultural forces. Reflective writing can foster adaptive emotional regulation and support professional identity development. Structuring emotionally safe learning environments is critical to transforming the culture around medical errors. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2026.2617257 |
