Incorporating a Growth Mindset Model Into Medical Education and Enhancing the Complex Problem-Solving Abilities and Mental Resilience of Medical Students and Residents.

Peking Union Medical College Hospital and the University of Chicago have established a robust partnership characterized by collaboration and camaraderie. These two institutions engage in productive interactions and exchanges concerning resident physician training, teaching methodologies, and specialized academic collaborations. In July 2019, Peking Union Medical College Hospital sent senior physicians to the University of Chicago for their inaugural participation in the International Medical Educators Program (IMEP). In 2020, due to the COVID-19 pandemic, the IMEP transitioned to an online training format. The IMEP course for 2024 features a hybrid model of both offline and online instruction, marking the return to in-person teaching for the first time since the onset of the pandemic. This year's curriculum primarily emphasizes 'Curriculum Development for Medical Education: A Six-Step Approach.' Furthermore, the organizers have planned a diverse array of teaching topics, including Learning Theory, Clinical Competence Assessment, Outpatient Teaching Skills, Teaching on the Fly, Residents as Teachers, Bedside Teaching Skills, Coaching in Medical Education, Online Teaching Skills, Peer Coaching, and Growth Mindset in a Fixed Mindset Culture. Among the courses that significantly broadened my perspective and deepened my understanding, the lecture delivered by Professor James N. Woodruff from the Pritzker School of Medicine at the University of Chicago, titled 'Growth Mindset in a Fixed Mindset Culture,' left the most profound impression on me. The development of a growth mindset is essential for medical students. Professor Woodruff underscored this point in the course "Growth Mindset in a Fixed Mindset Culture," emphasizing that the future of medical practice will be characterized by complex and dynamic challenges. In this context, errors and mistakes are unavoidable, highlighting the need to shift focus from static abilities to continuous growth. To date, the growth mindset framework established by the Pritzker School of Medicine Well-Being Committee has yielded remarkable results. The successful experience of the University of Chicago Pritzker School of Medicine has prompted me to conduct a more in-depth analysis of our own practices. Specifically, within the Department of Internal Medicine at Peking Union Medical College Hospital, we have encountered some challenges in the standardized training of residents in recent years. Additionally, there has been a notable increase in the emotional challenges faced by residents. Consequently, it is essential to draw lessons from the successful practices of the University of Chicago Pritzker School of Medicine and to incorporate growth mindset-related training into our resident training system. This integration aims to enhance residents' abilities to navigate complex situations and solve intricate problems. More importantly, it fosters mental resilience, equipping residents to better manage stress and setbacks. The cultivation of a growth mindset is crucial not only for residents but also for senior physicians, as we all confront the complexities of the medical environment, the uncertainties associated with diseases, and the challenges inherent in our professional development. Effectively addressing these challenges requires the support of a growth mindset.