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An untapped potential: Curiosity in medical school
Tim Alexander Schwarz1, Christoph Nikendei1, Anna Cranz1
1Department of General Internal Medicine and Psychosomatics, University of Heidelberg Medical Hospital, Heidelberg, Germany.
Medical Teacher
|December 4, 2023
Summary
Curiosity is vital for medical education, impacting learning and mental health. This review explores research to help educators foster curiosity in students.
Area of Science:
- Psychology
- Neuroscience
- Education
Background:
- Medical educators perceive curiosity as underdeveloped in current educational practices.
- Research suggests curiosity is often subjugated in medical training.
Purpose of the Study:
- To review existing research on curiosity from psychology, neuroscience, and education.
- To explore the potential of curiosity in advancing medical education.
Main Methods:
- A narrative review of online library searches using terms related to curiosity and education.
- Inclusion of studies from reference lists and quality/relevance assessments.
Main Results:
- Curiosity significantly influences medical education characteristics, including mental health and learning.
- Curiosity is interconnected with epistemic emotions like anxiety, novelty, surprise, and uncertainty.
- An epistemic-emotion-framework (EEF) is proposed to guide educators in promoting curiosity.
Conclusions:
- Medical educators can leverage insights from other fields to understand and influence curiosity.
- This review offers a framework for integrating curiosity into medical students' education.
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