ArticleBMC medical education2024
Trainee growth vs. fixed mindset in clinical learning environments: enhancing, hindering and goldilocks factors.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- What Makes the Best Educator? A Qualitative Analysis of Emergency Medicine Resident Perspectives.AEM education and training · 2026Article
- Exhibiting failure toward building a growth mindset: a qualitative study of psychiatric trainees' experiences of a monthly reflective session.BMC medical education · 2026Article
- Combating Burnout Amongst Residents Through Fostering Resilience: A Systematic Review.The American journal of hospice & palliative care · 2026Article
- No Environment, No Education: Honoring the Clinical Learning Environment as the Engine of Competency-Based Education - A Call to Action.Perspectives on medical education · 2026Article
- Physical activity and depressive symptoms among Chinese university students: Grit as a mediator.PloS one · 2026Article
- Leaning into Necessary Discomforts: Striving for Clinical Excellence While Maintaining Wellness.ATS scholar · 2025Review
- Profiles of growth mindset and grit among rural Chinese students and their associations with math anxiety, motivation, and self-efficacy.Scientific reports · 2025Article
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDoctors in training (trainees) have higher rates of burnout, anxiety and depression than other professionals. An important psychological tool to combat this crisis is promotion of a growth mindset, which increases resilience and improves mental health outcomes. How growth mindset might be promoted within the clinical learning environment is underexplored. This study aimed to explore the factors promoting a growth mindset versus fixed mindset in trainees from the perspective of the trainees.
methodsThis constructivist study employed a novel method of encouraging trainees' reflections on mindset adoption in the clinical learning environment. Trainees played Mindset, a tabletop simulation board game that included challenges encountered within training. This was followed by a facilitated debriefing, focusing on factors that promoted growth or fixed mindset adoption in the clinical learning environment. Debriefing transcripts were analysed using template analysis.
resultsThree groups of oncology trainees and one group of medical education fellows participated (16 participants in total). Factors promoting growth mindset adoption included passion, collaboration, diverse career and role modelling. Factors promoting fixed mindset adoption included burnout and competition. Some factors, such as grit, previous success experience and singular training location promoted a fixed mindset when too much or too little were present, and promoted a growth mindset when they were in balance (the Goldilocks principle).
conclusionsThe importance of balance versus excess of certain factors, and the ubiquitous competitive culture in medicine promoting a fixed mindset, were compelling reflections. This study may aid invested parties to reflect on what factors they can upregulate and down regulate to optimise trainees' adoption of a growth mindset.
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