Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

The Scientific Method02:40

The Scientific Method

Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.
Lazarus's Cognitive Appraisal Theory01:20

Lazarus's Cognitive Appraisal Theory

Cognitive psychologist Richard Lazarus proposed the cognitive-mediational theory of emotions, which emphasizes how individuals' assessments of stressors significantly affect their experience of stress. According to Lazarus, the stress response is determined by a two-step appraisal process: primary appraisal and secondary appraisal. These cognitive appraisals help individuals evaluate the potential impact of a stressor and determine the adequacy of their coping resources.
Primary Appraisal:...
Coping Strategies: Problem Focused01:27

Coping Strategies: Problem Focused

Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
For example, consider a student who struggles to understand their...
Coping Strategies: Emotion Focused01:20

Coping Strategies: Emotion Focused

Emotion-focused coping refers to a set of strategies aimed at managing the emotional impact of stressors, rather than directly addressing their causes. This approach involves altering one's emotional response to stressful situations to reduce their psychological effects. For example, individuals might talk with a friend or engage in activities like journaling to express their feelings. Such actions can help achieve emotional clarity or release, providing the psychological stability needed to...
Stress Prevention and Stress Management Techniques V01:28

Stress Prevention and Stress Management Techniques V

A social support system is a structured network of personal relationships that provides assistance to individuals facing various challenges, offering a buffer against psychological and physical stressors. This network may consist of family members, friends, neighbors, colleagues, or other community members who provide resources and companionship. Social support can take many forms, including advice, emotional comfort, practical help, and companionship. Research indicates that these networks can...
Protecting Self-Esteem01:27

Protecting Self-Esteem

Self-esteem, a central component of psychological well-being, is actively maintained through various cognitive and behavioral strategies. Individuals employ specific mechanisms to preserve a positive self-concept and mitigate threats to their self-worth, particularly in contexts involving social evaluation or personal feedback. Four primary techniques are commonly used to sustain self-esteem.Manipulating AppraisalsOne prominent strategy involves manipulating appraisals from others. Individuals...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Mechanisms of moral disengagement as predictors of direct and indirect bullying perpetration: a short-term longitudinal study.

BMC psychology·2026
Same author

Adolescents' Experiences of Hate Speech and Psychological Needs: A Reflexive Thematic Analysis.

Journal of adolescence·2026
Same author

The renal response to FGF23 shifts from phosphaturia toward inflammation in kidney disease.

Journal of cell communication and signaling·2026
Same author

The Role of Parental Influences in Chinese Adolescents' Academic Achievement through Shaping Friendship Network Dynamics.

Journal of youth and adolescence·2026
Same author

Adolescents' Well-Being, Self-Esteem, and Academic Motivation as Bystanders: A Grounded Theory of Authenticity in Witnessing Bullying.

Behavioral sciences (Basel, Switzerland)·2025
Same author

Concurrent Associations Between Callous-Unemotional Traits, Moral Disengagement, and Bullying Perpetration in Adolescence.

Journal of interpersonal violence·2025

Related Experiment Video

Updated: Jul 7, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Protection, preparation or processing support for medical students' emotional challenges in work-based learning-a

Linda Barman1,2, Maria Weurlander3,4, Henrik Lindqvist5

  • 1Department of Education, Stockholm University, Stockholm, Sweden. linda.barman@edu.su.se.

Advances in Health Sciences Education : Theory and Practice
|February 12, 2026
PubMed
Summary

Medical students face emotional challenges during clinical training but often lack supervisor support. Supervisors

Keywords:
Clinical practiceClinical supervisionEmotionsMedical studentsWork-based learning

More Related Videos

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Functional Near-Infrared Spectroscopy Hyperscanning Study in Psychological Counseling
06:04

Functional Near-Infrared Spectroscopy Hyperscanning Study in Psychological Counseling

Published on: January 17, 2025

Related Experiment Videos

Last Updated: Jul 7, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
07:32

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Functional Near-Infrared Spectroscopy Hyperscanning Study in Psychological Counseling
06:04

Functional Near-Infrared Spectroscopy Hyperscanning Study in Psychological Counseling

Published on: January 17, 2025

Area of Science:

  • Medical Education
  • Psychology
  • Healthcare Professionals

Background:

  • Medical students encounter significant emotional challenges during work-based learning, impacting professional development and well-being.
  • Existing research indicates a gap in perceived support from clinical supervisors for managing these emotional difficulties.

Purpose of the Study:

  • To explore the role of clinical supervisors in supporting medical students' emotional experiences during work-based learning.
  • To understand how supervisors address or fail to address students' emotional challenges in clinical settings.

Main Methods:

  • A constructivist grounded theory approach was employed.
  • Data were collected through interviews with 20 physicians (including residents) in Swedish healthcare who supervise medical students.

Main Results:

  • Supervisors utilize varied strategies for supporting students with emotional challenges, often on an ad hoc basis due to healthcare constraints.
  • Some supervisors do not consider emotional support their responsibility, deferring it to university curricula.
  • Medical students often bear the responsibility for signaling their need for emotional support.

Conclusions:

  • Clinical supervisors can foster a permissive environment for emotional reflection, but training is needed.
  • Supervisor training should address the types of emotionally challenging situations medical students encounter.
  • Addressing students' emotional needs requires a shared responsibility model, moving beyond ad hoc support.