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Conceptualizing Humility in Medical Education: Insights from US Student Perspectives.

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Summary

Medical students learn humility through informal channels, not formal curricula. They value humility for teamwork but struggle to balance it with confidence in patient care settings.

Keywords:
Humilityinformal curriculummedical educationmedical studentsprofessionalism

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Area of Science:

  • Medical Education
  • Professionalism
  • Psychology

Background:

  • Humility is crucial for medical professionalism.
  • Understanding medical students' perceptions of humility is limited.
  • This study investigates humility during formative training.

Purpose of the Study:

  • To explore US medical students' understandings and experiences of humility.
  • To identify how humility is learned and enacted throughout medical education.
  • To examine the challenges students face in balancing humility and confidence.

Main Methods:

  • Cross-sectional study of 104 US medical students across four years.
  • Quantitative analysis using the Honesty-Humility subscale of the HEXACO-PI-R.
  • Qualitative analysis of open-ended survey narratives.

Main Results:

  • No significant differences in humility by year, gender, or race/ethnicity.
  • Humility is primarily learned informally (role modeling, patient encounters, reflection).
  • Students perceive humility as vital for teamwork but struggle to balance it with confidence.

Conclusions:

  • Humility in medical education is a relational and cultural practice.
  • Informal curricula and professional identity formation shape humility.
  • Integrating humility-supportive practices can foster reflective, collaborative physicians.