Aunjitsakul Warut, Jiraphan Aimorn, Sathaporn Katti, Anantapong Kanthee
Department of Psychiatry, Faculty of Medicine, Prince of Songkla University, Hat Yai, 90110, Songkhla, Thailand.
BMC Med Educ. 2025 Jul 1;25(1):914. doi: 10.1186/s12909-025-07476-1.
A growth mindset, positing intelligence as evolving rather than static, is pivotal in medical education, where errors are common and carry emotional repercussions. The "exhibition of failure (EoF)" classroom, aimed at residency trainees, employs reflective methods and group interventions to foster a growth mindset. This study utilizes classroom action research (CAR) to refine the EoF classroom process through two cycles conducted at University hospital, Thailand. Trainees shared failures and completed pre- and post-class questionnaires, including a mindset scale. Descriptive statistics and focus groups analyzed data, leading to adjustments in the classroom environment. Cycle I highlighted the importance of a safe, encouraging atmosphere and an appropriate schedule for sharing failure stories. Cycle II implemented changes such as maintaining a non-judgmental tone and adapting the schedule to trainee availability, resulting in improved mindset scores. Recommendations include consistent facilitators and specialized training. This CAR underscores the inevitability of failure experiences in medical settings, emphasizing their role in learning. The EoF classroom, comprising facilitated sessions, enhances trainee development and nurtures a growth mindset. It serves as a constructive tool for both medical trainees and staff, with trained facilitators essential for success. The study advocates for alternative approaches to promote cognitive flexibility and a growth mindset in medical education.
成长型思维模式将智力视为不断发展而非固定不变的，这在医学教育中至关重要，因为医学教育中错误很常见且会带来情感上的影响。针对住院医师培训学员的“失败展示（EoF）”课堂采用反思方法和小组干预措施来培养成长型思维模式。本研究利用课堂行动研究（CAR），通过在泰国大学医院进行的两个周期来完善EoF课堂流程。学员分享失败经历并完成课前和课后问卷，包括一份思维模式量表。描述性统计和焦点小组对数据进行了分析，从而对课堂环境进行了调整。第一周期突出了安全、鼓励的氛围以及分享失败故事的合适时间安排的重要性。第二周期实施了一些改变，如保持无评判的语气并根据学员的时间调整时间安排，从而提高了思维模式得分。建议包括配备固定的引导者和专门培训。这项课堂行动研究强调了医学环境中失败经历的必然性，强调了它们在学习中的作用。由引导式课程组成的EoF课堂促进了学员的发展并培养了成长型思维模式。它对医学学员和工作人员来说都是一种建设性工具，训练有素的引导者对成功至关重要。该研究倡导采用替代方法来促进医学教育中的认知灵活性和成长型思维模式。
