A review to characterise and map the growth mindset theory in health professions education

Abstract

Introduction Growth mindset is a motivation theory proposed by Carol Dweck that posits our beliefs about intelligence, and the ability to change mindsets can have impacts on how we approach challenges, respond to criticism challenges and orient our goals. This study characterised articles on growth mindset theory in health professions education to: summarise the aspects of growth mindset being researched, describe the discussed benefits of growth mindset theory and outline strategies discussed that may promote a growth mindset. Methods A systematic review of the literature yielded 4927 articles—articles were reviewed and excluded if they were outside of health professions education and did not discuss Dweck's growth mindset theory. The final review yielded 14 research articles and 13 commentaries, which were characterised and analysed using content analysis. Results The included articles were published in 2016 and beyond; the articles represented a diverse context, participant type and approach. Most research studies measured participant mindsets and evaluated the correlation with other variables (eg grit, well‐being, anxiety). Articles often highlighted benefits and strategies to promote a growth mindset at the learner, educator and organisation level. The most common learner benefits were to help them be more receptive to feedback as well as increased resiliency and perseverance, educator benefits focused on supporting collaborative relationships and safe learning environments. The most prevalent strategies discussed were teaching learners about growth mindset theory, shifting faculty feedback to emphasise effort and to prioritise feedback across the organisation. Conclusion The growth mindset framework has been shown in other fields to help others manage educational challenges and enhance learning environments. Researchers are encouraged to explore how interventions such as teaching about and prioritising a growth mindset can support learners, health care professionals, educators and organisations.

The organizational growth mindset: Animating improvement and innovation in medical education

“…In this issue of Medical Education , Wolcott et al 2 reviewed the literature on health professions education to map and characterise Dweck's research. The authors recommend further investigation and application of this groundbreaking work.…”

“…People maintaining growth mindsets take a ‘mastery approach’—they seek challenge and experience mistakes as necessary for improvement 1 . Wolcott et al 2 found that the literature focuses on individual learner mindsets and that less is known about educator and organizational mindsets.…”

“…We can learn and adopt the language and processes of change 9 . Dweck's work 1 serves as a guide within 2,3,5 and well beyond medical education. Institutions can apply the educational growth principles that we use with our learners.…”

Feedback and coaching

“…Organizational culture around coaching A growth mindset culture can be nurtured with specific strategies targeted at the trainee, the supervisor, and the organization. For example, having an explicit session on growth mindset during resident orientation has been shown to facilitate the coaching feedback process [33]. Supervisors need to provide the psychological safety to ensure that learners can be open and vulnerable about their challenges and weaknesses and seek feedback for growth [34].…”

“…Clinical faculty are uniquely poised to role model this behavior by discussing their own weaknesses and uncertainties, and by being overtly receptive to feedback themselves [35]. At an organizational level, the promotion of a safe and just culture that promotes feedback at all levels is essential [33]. In addition, providing the physical space to encourage and support direct observation, and developing a culture that nurtures essential trusting relationships between trainees and supervisors, is paramount to successful coaching.…”