ArticleThe clinical teacher2025
From Suppression to Integration: A Self-Determination Theory Perspective on Emotion Regulation in Medical Education.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Perceived cooperative learning climate in physical education and empathy among Chinese upper elementary students: indirect pathways through relatedness need satisfaction and cognitive reappraisal.Frontiers in psychology · 2026Article
- From Suppression to Integration: A Self-Determination Theory Perspective on Emotion Regulation in Medical Education.The clinical teacher · 2025Article
- Flourishing by Design: Applying Self-Determination Theory and the Job Demands-Resources Model to Systems-Level Wellness in Medical Education.MedEdPublish (2016) · 2025Article
Corrections and comments
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Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeEmotions 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.
conclusionApplying 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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.