IDENTIFYING BARRIERS TO PRACTICING A GROWTH (PDF)

IDENTIFYING BARRIERS TO PRACTICING A GROWTH MINDSET IN MEDICAL EDUCATION • Those with a growth mindset “on paper” may face barriers to practicing a growth mindset in medical education. • We aimed to identify possible barriers to practicing a growth mindset and triggers for a fixed mindset in medical education. PROBLEM STATEMENT • Following a faculty development session and small group session on mindset, participants in the Kern Institute Coaching for Character, Caring, and Competence (4C) Program were asked to identify barriers to practicing a growth mindset and triggers for a fixed mindset for M1/M2 students, M3/M4 students, and faculty members. • Respondents included M1-M4 students and faculty members. • Responses were analyzed for common themes identified for M1/M2 students, M3/M4 students, and faculty members. APPROACH 1. Osman NY and Hirsh DA. The organizational growth mindset: Animating improvement and innovation in medical education. Med Educ. 2021 Apr;55(4):416-418. https://pubmed.ncbi.nlm.nih.gov/33377544/ 2. Wolcott MD, McLaughlin JE, Hann A, Miklavec A, Beck Dallaghan GL, Rhoney DH, and Zomorodi M. A review to characterise and map the growth mindset theory in health professions education. Med Educ. 2021 Apr;55(4):430- 440. https://pubmed.ncbi.nlm.nih.gov/32955728/ LESSONS LEARNED Level of Training Number of Responses M1/M2 26 M3/M4 4 Faculty 13 Total 43 M1/M2 M3/M4 Faculty Comparison to peers Pressure to prepare for the next step/residency Lack of emphasis on learning/growth Fear of failure Fear of being wrong or embarrassed Fear of being wrong or embarrassed Focus on test scores/grades Focus on test scores/grades Promotion REFERENCES • Learners practicing a growth mindset may be more willing to seek out challenges, work to improve, and focus on mastery rather than performance. • Overcoming the identified barriers to practicing a growth mindset may require fostering a growth mindset at the individual and organizational level. • Next steps include implementing 4C sessions that focus on removing judgment from approach to vulnerability and opportunities for growth. KATHERINE LUMETTA MED, BS, ELLEN ARNDT MD, MARTIN MUNTZ MD, KURT PFEIFER MD SIGNIFICANCE DISCUSSION FIXED MINDSET GROWTH MINDSET Believe intelligence, characteristics, and abilities are innate and unchangeable Believe intelligence, characteristics, and abilities can be improved with effort Avoid challenges and mistakes Seek out challenges; mistakes are part of learning Table 2. Most common barriers to practicing a growth mindset and triggers for a fixed mindset identified overall. Table 3. Most common barriers to practicing a growth mindset and triggers for a fixed mindset identified for M1/M2 students, M3/M4 students, and faculty members. Most Common Barriers and Triggers Comparison to peers Fear of failure Focus on test scores/grades Pressure to prepare for the next step/residency Fear of being wrong or embarrassed Competition Lack of emphasis on learning/growth Lack of time Table 1. Survey responses received. • Focus on test scores/grades was frequently identified as a barrier to practicing a growth mindset for M1-M4 students. • Fear of being wrong or embarrassed was more frequently identified as a barrier to practicing a growth mindset for M3/M4 students and faculty members; this may be related to the clinical environment. • The most commonly identified barriers to practicing a growth mindset for M1/M2 students, M3/M4 students, and faculty members reflect challenges at each level of training.