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Related Experiment Video

Updated: Mar 10, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

(How) do medical students regulate their emotions?

Karolina Doulougeri¹, Efharis Panagopoulou², Anthony Montgomery³

¹Department of Educational & Social Policy, University of Macedonia, School of Social Sciences, Humanities and Arts, Egnatia Street 156, Thessaloniki, 54006, Greece. karolina.doulougeri@gmail.com.

BMC Medical Education

|December 14, 2016

Summary

This summary is machine-generated.

Medical students often experience intense emotions during training. They frequently use inaction and subtle strategies like distraction or reappraisal to manage challenging situations and their emotional impact.

Keywords:

Critical incidents Emotion regulation Emotions Medical students

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Published on: August 26, 2011

Area of Science:

Medical Education
Psychology
Student Well-being

Background:

Medical training presents significant emotional challenges for students.
Emotions and coping strategies during difficult medical training situations are understudied.
Understanding student emotional experiences is crucial for support.

Purpose of the Study:

To investigate emotions elicited by memorable incidents in medical students.
To identify emotion regulation strategies employed by medical students.

Main Methods:

Peer interviewing collected memorable incidents from 104 medical students (preclinical and clinical).
54 narratives referencing emotions and emotion regulation were analyzed.
Analysis focused on emotions and coping mechanisms in challenging scenarios.

Main Results:

Negative emotions (shock, surprise, embarrassment, sadness, anger, anxiety) were prevalent in 47/54 analyzed incidents.
Inaction was the most common reaction, coupled with strategies like distraction, task focus, suppression, and reappraisal.
Witnessing patient mistreatment led to comforting and focusing on the patient.

Conclusions:

Medical students utilize specific strategies to manage intense negative emotions during training.
Inaction and subtle coping mechanisms are common responses to challenging emotional incidents.
Findings highlight the need for targeted emotional support in medical education.