How do medical educators discern, decode, and act upon trainees appearing to engage in impression management

Bibliographic Data

ID21447760
AuthorsEnrico C Zucconi (0009-0007-6590-9118, Department of Emergency Medicine, Ticino Cantonal Hospital), Stefan Gysin (0000-0002-6344-6873, University of Lucerne), Eric Heymann (0000-0002-3139-1222, Department of Emergency Medicine, Neuchâtel Cantonal Hospital), Wolf E Hautz (0000-0002-2445-984X, Department of Emergency Medicine, Inselspital University Hospital, University of Bern), Kevin W Eva (0000-0002-8672-2500, University of British Columbia)
Year2026
Volume48
Issue2
Pages252-260
Publication date2026-02-01
Open AccessNo
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2025.2533402
PMID40711984
OpenAlexW4412695767
LanguageEN
References cited20

INTRODUCTION: Trainees are motivated to impress clinical teachers, making impression management common. Such efforts are beneficial, but problematic when 'targets' are misled or learning opportunities missed. Guiding faculty regarding impression management is difficult because little is known about what cues yield perceptions of being managed. METHODS: A qualitative study was performed to explore faculty perspectives on: (1) recognising cues indicative of impression management; (2) interpreting cues; and (3) using them. Fifteen educators from various specialities and cultural regions of Switzerland were interviewed. Transcripts were analysed thematically following grounded theory. They were reviewed by multiple reviewers with constant comparison undertaken. RESULTS: Faculty assumed trainees 'acted' whenever stakes were high. However, decoding impression management was deemed highly complex, mentally taxing, and fraught with uncertainty. Consideration of context was deemed important. Reactions to impression management were dynamic, ranging from benevolence to frustration, depending on perceptions of trainee motivations. DISCUSSION: Findings suggest trainees should be cautious about strategies used to influence preceptors. Impression management is accepted when considered an effort to improve capacity to act as a physician; it elicits negativity when trainees seem to be endearing themselves. Valuable leads are offered that should help educators and trainees remain engaged in effective educational alliances

Context (archaeology) · Grounded theory · Impression formation · Impression management · Medical education · Perception · Political science · Precedent · Qualitative research · Social perception · Sociology · Digital Imaging in Medicine · Innovations in Medical Education · Medicine · Psychology · Social Media in Health Education · Social Psychology

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