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Related Experiment Video

Updated: Jan 7, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Junior doctors' experiences with vulnerability: A rich picture study.

Titia S van Duin^1,2, Anne de la Croix^3,4,5, A Debbie C Jaarsma^1,6

¹Wenckebach Institute for Education and Training, Lifelong Learning, Education and Assessment Research Network (LEARN), University of Groningen, University Medical Centre Groningen, Groningen, The Netherlands.

Medical Education

|January 5, 2026

Summary

This summary is machine-generated.

Junior doctors face vulnerability during their transition to practice, experiencing emotions like uncertainty and shame. Embracing these feelings with support can foster growth and professional development.

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Last Updated: Jan 7, 2026

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Published on: September 4, 2019

Area of Science:

Medical Education
Psychology
Qualitative Research

Background:

Junior doctors experience significant emotional challenges during their transition to practice.
The role of vulnerability in this critical period remains underexplored.
Vulnerability can lead to emotional distress but also presents opportunities for growth and connection.

Purpose of the Study:

To explore junior doctors' experiences of vulnerability during their transition to practice.
To understand the emotions associated with vulnerability in this context.
To investigate how junior doctors make sense of their vulnerability.

Main Methods:

A qualitative, cross-sectional, observational study involving 14 junior doctors.
Utilized rich pictures (visual representations) and semi-structured interviews to capture experiences.
Employed reflexive inductive thematic analysis for iterative analysis of rich pictures and transcripts.

Main Results:

Junior doctors perceived vulnerability as feeling overwhelmed, uncertain, powerless, and lonely.
A core theme was the mismatch between ideal and actual self, leading to feelings of inadequacy and shame.
Lack of support intensified isolation and disengagement; engaging with emotions facilitated reflection and change.

Conclusions:

Acknowledging, expressing, regulating, and understanding emotions are key to leveraging vulnerability for transformative learning.
Integrating emotional engagement and critical reflection into clinical supervision supports junior doctors' development and connection.
Facilitating transformative learning through vulnerability enhances personal, professional, and social growth.