Exploring how pediatric supervisors conceptualize the optimal stress zone for resident learning

Bibliographic Data

ID21448081
AuthorsJimmy Beck (0000-0002-8499-6444, Department of Pediatrics, University of Washington School of Medicine, corresponding author), Kimberly O'Hara (0000-0001-9993-2390, Children's Hospital Colorado), Marieke van der Schaaf (0000-0001-6555-5320, Research and Development of Health Professions Education, University Medical Center Utrecht), M F van der Schaaf (Utrecht University), Bridget C O’Brien (0000-0002-3050-0108, University of California System)
Year2026
Volume48
Issue7
Pages1249-1258
Publication date2026-07-03
Open AccessYes
TypeARTICLE
VenueMedical Teacher (JOURNAL)
Journal identifiersISSN: 0142-159X • E-ISSN: 1466-187X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0142159x.2026.2614610
PMID41552875
OpenAlexW7124727208
LanguageEN
References cited42

INTRODUCTION: Educators often view stress as a threat to learning, yet under the right conditions it may enhance it. Ideally, supervisors identify an optimal stress zone that supports learning, an ability that likely depends on how they conceptualize the stress-learning relationship. Our study explores how supervisors conceptualize this optimal stress zone and the factors that shape it. METHODS: Using constructivist grounded theory methodology, we interviewed pediatric supervisors who were nominated by residents for their ability to use stress to support learning. We analyzed the interviews through open and focused coding, with regular team discussions to develop categories and a theoretical model. RESULTS: Participants described a curvilinear relationship between stress and learning, conceptualized as a four-zone Stress-Learning Model: comfort, optimal stress, caution, and crisis. Learning was perceived to peak in the optimal stress zone, where stress is manageable and shaped by individual, situational, and supervisory factors. The "tipping point" between caution and crisis marked a sharp decline in learning and wellbeing but was difficult to recognize. DISCUSSION: Pediatric supervisors believe there is an optimal stress zone for learning but find it difficult to identify. Our findings suggest supervisors do not view stress as inherently harmful, but as a force that can enhance learning

Burnout · MEDLINE · Stress (linguistics) · Zone of proximal development · Early Childhood Education and Development · Educational and Psychological Assessments · Teacher Education and Leadership Studies

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