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Growth mindset in competency-based medical education.
Denyse Richardson1,2, Benjamin Kinnear3, Karen E Hauer4
1Department of Medicine, Division of Physiatry, University of Toronto, Ontario, Canada.
Medical Teacher
|August 19, 2021
Summary
Competency-based medical education (CBME) requires a growth mindset, where abilities are seen as changeable. This paper explores fostering this mindset in medical training, addressing challenges and offering solutions for lifelong learning.
Area of Science:
- Medical Education
- Psychology of Learning
Background:
- Competency-based medical education (CBME) emphasizes learner-centered design and lifelong learning skills.
- Fostering a growth mindset, where abilities are seen as malleable, is crucial for trainees, educators, and programs.
- An emerging body of literature links instructional practices to trainee self-directed learning and progression.
Purpose of the Study:
- To provide an overview of the growth mindset concept.
- To examine the alignment between the growth mindset and CBME objectives.
- To identify challenges and propose strategies for shifting from a fixed to a growth mindset in medical education.
Main Methods:
- Literature review and conceptual analysis.
- Exploration of Dweck's self theory and its application to education.
- Discussion of individual, relational, and systemic strategies.
Main Results:
- The growth mindset aligns with CBME's goals of learner autonomy and continuous development.
- Traditional medical education often operates under fixed mindset assumptions, posing challenges to CBME.
- Strategies for promoting a growth mindset can be implemented at multiple levels.
Conclusions:
- Shifting towards a growth mindset is essential for successful CBME implementation.
- Addressing fixed mindset challenges requires a multi-faceted approach.
- Further research is needed to fully understand and optimize the growth mindset within CBME.
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