Capacity for wonder among medical students: Assessment and educational implications
Gail Geller1,2,3, Seonho Shin4, Harry Goldberg2
1Berman Institute of Bioethics, Johns Hopkins University, Baltimore, MD, USA.
Medical Teacher
|July 20, 2022
Summary
The capacity for wonder (CfW) scale was validated in medical students. Second-year medical students showed a significantly lower capacity for wonder, indicating a need for supportive interventions.
Area of Science:
- Medical Education
- Psychology
- Health Professions
Background:
- The capacity for wonder (CfW) is crucial for lifelong learning and moral development in health professionals.
- A validated CfW measure exists for college students.
- This study assesses the CfW scale's performance in medical students.
Purpose of the Study:
- To validate a 10-item capacity for wonder (CfW) scale among medical students.
- To examine how CfW varies across different years of medical school.
Main Methods:
- An online survey was administered to 477 medical students at a top-tier U.S. institution.
- The survey included the CfW measure, year in medical school, and demographics.
- Confirmatory factor analysis and reliability assessments were performed on the CfW measure.
Main Results:
- The response rate was 58% (276 students).
- The 10-item CfW scale demonstrated good reliability (alpha = 0.79).
- Second-year medical students reported significantly lower CfW scores compared to other years (p < 0.001).
Conclusions:
- The 10-item CfW scale is reliable for use with medical students.
- The second year of medical school appears to be a critical period impacting students' capacity for wonder.
- Further research is needed to explore interventions and the scale's broader applicability.
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