Growth mindset in competency-based medical education

Bibliographic Data

ID21447710
AuthorsDenyse Richardson (0000-0001-6113-158X, University of Toronto, corresponding author), Benjamin Kinnear (0000-0003-0052-4130, Internal Medicine and Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA), Karen E Hauer (0000-0002-8812-4045, University of California, San Francisco, San Francisco, CA, USA), Teri L Turner (0000-0002-4560-5447, Baylor College of Medicine), Eric J Warm (0000-0002-6088-2434, Internal Medicine and Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA), Andrew K Hall (0000-0003-1227-5397, Royal College of Physicians and Surgeons of Canada), Shelley Ross (0000-0001-9581-3191, University of Alberta), Berenike Thomas (0000-0003-1124-5786, Royal College of Physicians and Surgeons of Canada), Elaine Van Melle (0000-0001-5060-6527, Royal College of Physicians and Surgeons of Canada), on behalf of the ICBME Collaborators
Year2021
Volume43
Issue7
Pages751-757
Publication date2021-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2021.1928036
PMID34410891
OpenAlexW3181296015
LanguageEN
Citations received29
References cited62

The ongoing adoption of competency-based medical education (CBME) across health professions training draws focus to learner-centred educational design and the importance of fostering a growth mindset in learners, teachers, and educational programs. An emerging body of literature addresses the instructional practices and features of learning environments that foster the skills and strategies necessary for trainees to be partners in their own learning and progression to competence and to develop skills for lifelong learning. Aligned with this emerging area is an interest in Dweck's self theory and the concept of the growth mindset. The growth mindset is an implicit belief held by an individual that intelligence and abilities are changeable, rather than fixed and immutable. In this paper, we present an overview of the growth mindset and how it aligns with the goals of CBME. We describe the challenges associated with shifting away from the fixed mindset of most traditional medical education assumptions and practices and discuss potential solutions and strategies at the individual, relational, and systems levels. Finally, we present future directions for research to better understand the growth mindset in the context of CBME

Competence (human resources) · Context (archaeology) · Engineering ethics · Lifelong learning · Medical education · Mindset · Pedagogy · Childhood Cancer Survivors' Quality of Life · Computer Science · Engineering · Innovations in Medical Education · Medicine · Psychological and Educational Research Studies · Psychology · Social Psychology

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