ArticleAdvances in health sciences education : theory and practice2018
"I'd been like freaking out the whole night": exploring emotion regulation based on junior doctors' narratives.
Article in Advances in health sciences education : theory and practice, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 papers.
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Who cites it
26 citing papers in PubMed.
- "Studying cognitive reappraisal as an antidote to the effect of negative emotions on medical residents' learning: a randomized experiment".BMC medical education · 2023Trial
- Junior doctors' experiences with vulnerability: A rich picture study.Medical education · 2026Observational
- "It's okay to feel!": How a music-based pedagogical activity fosters medical students' emotional development.Medical education · 2026Article
- New graduate medication safety preparedness: an Australian cross-sectional and longitudinal qualitative research study.Frontiers in medicine · 2026Article
- Heart-focused breathing technique and attitude breathing technique effects on heart rate variability in young healthy subjects.Physiological reports · 2025Article
- Exploring preparedness transitions in medicine and pharmacy: a qualitative longitudinal study to inform multiprofessional learning opportunities.Advances in health sciences education : theory and practice · 2025Article
- Enabling and inhibiting doctors transitions: introducing the social identity resource and belonginess model (SIRB).Advances in health sciences education : theory and practice · 2025Article
- Perspectives of medical students on the implementation of sub-internship rotation in year 5 surgical clerkship: A brief report from a private medical college in Pakistan.Journal of education and health promotion · 2024Article
- The impact of emotionally challenging situations on medical students' professional identity formation.Advances in health sciences education : theory and practice · 2023Article
- Ask an FY1 'Expert' - Peer Assisted Learning in Smoothing the Transition from Medical School to Clinical Practice.The Ulster medical journal · 2023Article
- Article
- Effect of national curriculum reform on medical students' preparedness for practice: a prospective cohort study from undergraduate to postgraduate periods.BMC medical education · 2022Article
- A phenomenological study of new doctors' transition to practice, utilising participant-voiced poetry.Advances in health sciences education : theory and practice · 2021Article
- Linking doctor-patient relationship to medical residents' work engagement: The influences of role overload and conflict avoidance.BMC family practice · 2021Article
- 'I found myself a despicable being!': Medical students face disturbing moral dilemmas.Medical education · 2021Article
- Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates.Health science reports · 2021Review
- The evolution of medical students' preparedness for clinical practice during the transition of graduation: a longitudinal study from the undergraduate to postgraduate periods.BMC medical education · 2021Article
- What do emergency department physicians and nurses feel? A qualitative study of emotions, triggers, regulation strategies, and effects on patient care.BMJ quality & safety · 2020Article
- Article
- Diagnosis Between Chaos and Control: Affect and Hospital Clinicians' and Older Adult Patients' Narratives of Urinary Tract Infections.Frontiers in sociology · 2020Article
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Authors and funding
7 authors.
Funding
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Abstract
The importance of emotions within medical practice is well documented. Research suggests that how clinicians deal with negative emotions can affect clinical decision-making, health service delivery, clinician well-being, attentiveness to patient care and patient satisfaction. Previous research has identified the transition from student to junior doctor (intern) as a particularly challenging time. While many studies have highlighted the presence of emotions during this transition, how junior doctors manage emotions has rarely been considered. We conducted a secondary analysis of narrative data in which 34 junior doctors, within a few months of transitioning into practice, talked about situations for which they felt prepared or unprepared for practice (preparedness narratives) through audio diaries and interviews. We examined these data deductively (using Gross' theory of emotion regulation: ER) and inductively to answer the following research questions: (RQ1) what ER strategies do junior doctors describe in their preparedness narratives? and (RQ2) at what point in the clinical situation are these strategies narrated? We identified 406 personal incident narratives: 243 (60%) contained negative emotion, with 86 (21%) also containing ER. Overall, we identified 137 ER strategies, occurring prior to (n = 29, 21%), during (n = 74, 54%) and after (n = 34, 25%) the situation. Although Gross' theory captured many of the ER strategies used by junior doctors, we identify further ways in which this model can be adapted to fully capture the range of ER strategies participants employed. Further, from our analysis, we believe that raising medical students' awareness of how they can handle stressful situations might help smooth the transition to becoming a doctor and be important for later practice.
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