Observational studyMedical education2026
Junior doctors' experiences with vulnerability: A rich picture study.
Observational study in Medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
contextThe transition to practice is a context in which junior doctors can feel vulnerable. Although we know junior doctors experience intense emotions during their transition to practice, we still do not understand the role of vulnerability in this process. Vulnerability may cause emotional suffering but also offers an opportunity for growth and connection. Set in the context of junior doctors' transition to practice, our research questions are: (a) What does feeling vulnerable mean to junior doctors? (b) What emotions arise when they feel vulnerable? (c) How do they make sense of their vulnerability experiences?
methodsIn this cross-sectional, observational, qualitative study, 14 junior doctors individually drew a rich picture of a vulnerability experience, after which a semi-structured interview was conducted. A rich picture is a visual representation of a situation and is well suited to capture (non-verbal elements of) complex experiences. Rich pictures and interview transcripts were analysed iteratively, for which we applied reflexive inductive thematic analysis.
resultsJunior doctors experienced vulnerability as feeling overwhelmed, uncertain, powerless and lonely. The mismatch between the doctor they believed they should be and the beginning and inexperienced doctor they in fact were was often at the core of vulnerability experiences. Due to this mismatch, junior doctors felt inadequate and often experienced shame, fearing to be judged as incompetent. Junior doctors had to find their own way to make sense of these vulnerability experiences. Left unsupported or neglected, vulnerability could result in isolation and disengagement from learning. When junior doctors did engage with their emotions, vulnerability experiences could also lead to reflection and change.
conclusionsAcknowledging, expressing, regulating and making sense of emotions is crucial to seize vulnerability experiences as opportunities for transformative learning. In order to facilitate transformative learning, embracing emotions and engaging with critical reflection need to become an explicit part of clinical supervision-enabling not only junior doctors' personal and professional development but also social connection.
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