Teaching and Learning in Medicine最新文献

{"title":"Correction.","authors":"","doi":"10.1080/10401334.2026.2715260","DOIUrl":"https://doi.org/10.1080/10401334.2026.2715260","url":null,"abstract":"","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1"},"PeriodicalIF":2.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148766636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction.","authors":"","doi":"10.1080/10401334.2026.2715265","DOIUrl":"https://doi.org/10.1080/10401334.2026.2715265","url":null,"abstract":"","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1"},"PeriodicalIF":2.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148766511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moral Distress in Resident Physicians: A Scoping Review.","authors":"Allison Chrestensen, Elizabeth Hornyak-Bell, Donald Boudreau, Matthew Hunt, Robert Sternszus, William E Bynum, Elizabeth Anne Kinsella","doi":"10.1080/10401334.2026.2715463","DOIUrl":"https://doi.org/10.1080/10401334.2026.2715463","url":null,"abstract":"<p><p>Moral distress has been linked to burnout, emotional exhaustion, and intention to leave medicine. Although it has been widely studied in other health professionals, research into the experience of resident physicians, who work in unique sociocultural environments, is in the early stages. The objective of this scoping review is to identify, examine, and summarize the literature on moral distress in residents. Using the methodology described by Arksey & O'Malley, we queried five databases and screened and analyzed 2,991 articles. In the 36 included articles, authors' definitions of moral distress varied; however, external constraint was emphasized as a core feature. An analysis of quantitative, qualitative, and theoretical or commentary articles produced several key findings. First, conditions contributing to moral distress included tensions surrounding end-of-life care, hierarchical cultural norms, ambiguities associated with work-based learning, and structural factors in healthcare delivery. Second, frequency and intensity of moral distress were inconsistent across studies. Third, impacts of moral distress included callousness, burnout, depersonalization, and attrition. Fourth, residents employed a range of coping mechanisms such as seeking peer support, engaging in meaning-making, going above and beyond expectations, internalizing thoughts and emotions, or employing detachment and cynicism. Finally, suggested mitigation strategies included debriefing and reflection, culture change initiatives, and educational programming. The findings offer a unique analysis of how moral distress is defined in residency education and illuminate the interplay of relational, systemic, and sociocultural factors shaping residents' experiences. Further, the results provide a meaningful overview of the literature and identify important directions for future inquiry. .</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-27"},"PeriodicalIF":2.4,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148763555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Should We Consider Equity?\" A Critical Discourse Analysis of Assessment Experts in an OSCE Design Experiment.","authors":"Zareen Zaidi, Nadine Mbuyi, Ariel Gunn, Yoon Soo Park, Hannah L Kakara Anderson","doi":"10.1080/10401334.2026.2717237","DOIUrl":"https://doi.org/10.1080/10401334.2026.2717237","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Achieving equity in assessment remains a persistent challenge in medical education. While research has focused predominantly on psychometric approaches to fairness, exploration has been limited into how racial equity is embedded at foundational stages of assessment development. In particular, the influence of test developers' racial composition on assessment design has been largely overlooked. This study investigated how the racial makeup of test development teams impacts the incorporation of justice-oriented principles into assessment design. Guided by critical theory and a justice-oriented assessment framework, we employed Foucauldian Critical Discourse Analysis to examine the design processes of three groups of assessment developers (N = 16) purposefully sampled from the US academic medical education community. We grouped participants by racial identity: Group A (white-identifying, n = 5), Group B (non-majority-identifying, n = 5), and Group C (mixed racial composition, n = 6). Following an interactive session on equitable assessment principles, groups collaboratively designed a mock OSCE station assessing communication skills. The data collected included transcribed group discussions, the OSCE station, and participant group reflections on their experiences. Our findings reveal a pervasive gap between equity awareness and equity action. Despite demonstrating clear conceptual understanding of equity principles, participant groups struggled to operationalize these principles in practice. We identified four themes from the discourse analysis: an absence of explicit equity discussions despite the study's stated focus; the sanitization of assessment and weaponization of \"culture\" as a dividing practice; the treatment of learners as erased, ghostlike figures-homogenous and without agency-while patients were centered as diverse and significant; and the framing of equity as a weapon or curveball rather than a foundational design element. Participant groups frequently defaulted to traditional standardized approaches, expressing discomfort about incorporating equity without introducing stereotypes. Power dynamics and professional norms emerged as significant barriers, with participants deferring to clinical expertise and avoiding confrontation on equity-related issues. Notably, racial diversity among test developers alone did not substantially advance equity in the designed assessment. This study underscores that the test developer's equity awareness and racially diverse representation, while necessary, are insufficient for achieving justice-oriented assessment design. Without intentional structural changes and cultural shifts in how assessment is conceptualized, equity will remain peripheral rather than foundational. These findings offer actionable insights for national licensing bodies, medical schools, and residency programs seeking to embed equity more meaningfully into high-stakes assessment practices, suggesting that frameworks such as Desig","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-12"},"PeriodicalIF":2.4,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Qualitative Study of US Medical Student Experiences of Clinically Significant Adverse Events.","authors":"Monica A Lutgendorf, Nelson DeSouza, Paolo C Martin, Kirsten Brown, LaKesha N Anderson","doi":"10.1080/10401334.2026.2715434","DOIUrl":"10.1080/10401334.2026.2715434","url":null,"abstract":"<p><p><b><i>Introduction:</i></b> Clinically significant adverse events (CSAE) place medical students at risk for secondary traumatic stress, feelings of guilt, anxiety, failure, decreased confidence, and alterations of career trajectories and specialty choice. The CSAE literature focuses on clinicians or nursing students, leaving medical students relatively understudied. Understanding medical students' CSAE experiences, within the context of their role as a learner, is important because students may be uniquely vulnerable due to their relative lack of experience with adverse events, lower position in the medical hierarchy, and absence of formalized CSAE curricular or co-curricular support. Thus, the purpose of this study is to explore medical students' experience of CSAE and identify ways to support learning during the recovery process. <b><i>Methods:</i></b> We used a constructivist narrative approach to explore medical students' stories of CSAE holistically. From December 2024 through February 2025, we conducted semi-structured interviews with 16 second- through fourth-year civilian and military medical students in the United States. This study is constructivist in that both the authors' and the participants' experiences of CSAE are contextually specific realities where meaning is relational and often co-created. We elected to use a narrative approach, which is a story-centered methodology, because CSAE is a chronological phenomenon and stories are one way that humans make sense of traumatic events. We followed a chronological approach to develop the interview protocol and used narrative analysis to interpret the data. The Institutional Review Board at the Uniformed Services University of the Health Sciences in Bethesda, MD approved this research (DBS.2024.783). <b><i>Results:</i></b> Narratives highlighted intense emotional responses to CSAEs, including helplessness, guilt, fear, and grief, shaped by their limited power, inexperience, and pressure to perform. Their role as learners often left them excluded from care decisions, debriefings, and formal support, leading to feelings of invisibility within the medical hierarchy. While emotional and social support from faculty and residents was often absent, students sought help from peers, therapists, or medically trained family members. Informational and esteem support, especially when faculty explained clinical reasoning, helped students process events and regain a sense of competence. <b><i>Conclusion:</i></b> Medical students often feel unprepared for the emotional impact of CSAEs and face barriers to seeking support due to hierarchy and fear of negative evaluation. Participants described experiences of isolation, emotional distress, and invisibility within clinical teams but also identified moments of growth when supported by faculty and peers. These findings highlight the need for curricula that prioritize emotional preparedness and social support.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-14"},"PeriodicalIF":2.4,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Digital Storytelling to Critical Consciousness: Adapting Critical Pedagogy Through Medical Memes in a Hierarchical Context.","authors":"Yi-Chien Yang, Chia-Ju Lin, Hsiu-Jung Lin, Ming-Jung Ho","doi":"10.1080/10401334.2026.2711096","DOIUrl":"https://doi.org/10.1080/10401334.2026.2711096","url":null,"abstract":"&lt;p&gt;&lt;p&gt;&lt;b&gt;&lt;i&gt;Problem&lt;/i&gt;&lt;/b&gt;: In Taiwan's hierarchical medical culture, postgraduate year (PGY) physicians face significant workplace challenges, exacerbated by Confucian values of hierarchical deference and collective harmony, which discourage open discussion of power imbalances. Approaches rooted in individualism, such as speaking-up initiatives and direct feedback pedagogies, encounter cultural barriers in this high-power-distance, collectivist context. While digital-native trainees increasingly use medical memes to express workplace frustrations, these community-generated expressions have not been systematically used for structured reflection in hierarchical medical education contexts. &lt;b&gt;&lt;i&gt;Intervention:&lt;/i&gt;&lt;/b&gt; In this pilot study, we designed a meme-based reflective learning curriculum integrating Kolb's experiential learning cycle, Palmer's \"third things\" approach, and Schön's mediating artifacts. Eight PGY physicians completed six monthly 90-minute sessions (January-June 2024), with follow-up interviews conducted six months post-intervention (December 2024). We curated memes from Taiwanese medical social media that depict workplace challenges, including hierarchical powerlessness, interprofessional tensions, emotional regulation, unclear workplace rules, time management, and patient-doctor communication. Sessions guided participants through Kolb's cycle: concrete experience (meme viewing), reflective observation (discussions), abstract conceptualization (consensus-building), and active experimentation (implementation). &lt;b&gt;&lt;i&gt;Context:&lt;/i&gt;&lt;/b&gt; The study was conducted at a medical center in Taiwan, where PGY physicians, competing for residency positions through an informal but widespread internal recruitment practice, faced intense pressure to maintain favorable impressions among seniors. This precarious status fostered reluctance to voice concerns as they navigated monthly rotations across departments with different cultures and unwritten rules. &lt;b&gt;&lt;i&gt;Impact:&lt;/i&gt;&lt;/b&gt; Participants demonstrated learning across all Kolb stages. Framed as an untested feasibility, the approach made previously unspeakable experiences discussable, creating resonance as participants recognized shared struggles. They developed practical strategies for emotional regulation and for navigating interprofessional relationships. However, encountering systemic barriers to implementation prompted an unexpected transformation: participants developed critical consciousness, shifting from seeking adaptation strategies to questioning the structures themselves. They articulated, \"The problem isn't us. It's the whole unreasonable system,\" shifting the focus from coping to why this system exists. This evolution, which moves beyond an adaptation-focused curriculum toward Freire's dialogical education, emerged alongside a sense of powerlessness, as participants lacked the authority to enact structural change. &lt;b&gt;&lt;i&gt;Lessons learned:&lt;/i&gt;&lt;/b&gt; Drawing on Freire's concept of generative w","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-14"},"PeriodicalIF":2.4,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148681095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Actions Speak Louder than Words: A Qualitative Study of US Clinical Students' Allyship Experiences and Their Relation to Professional Identity.","authors":"Daniel T Kim, Johanna T Crane, Omolabake Grace Fagbenro, Ikheme Itegboje, Megan K Applewhite, Wayne Shelton","doi":"10.1080/10401334.2025.2578465","DOIUrl":"10.1080/10401334.2025.2578465","url":null,"abstract":"<p><p><b><i>Purpose</i>:</b> Enabling undergraduate medical trainees to develop professional identities consistent with their consciousness of inequities in healthcare and their obligation to provide just healthcare is a pressing challenge. Except as a duty not to discriminate, the positive obligations of a physician's commitment to social justice in the clinic can be unclear, including for educators seeking to empower learners to incorporate such commitments into their developing identities. This study explored the pedagogical value of allyship-to be in supportive association with a marginalized or mistreated group-seeking to understand the allyship issues students in clinical training reflect on as noteworthy and how they assess allyship-related encounters with respect to their professional identity. <b><i>Method</i>:</b> We conducted a qualitative content analysis of 110 vignettes and reflections that students doing their clerkships as acting interns submitted as part of a required ethics course at a US allopathic medical school in 2020-21. Independent coders followed an inductive, iterative process to code the submissions. <b><i>Results</i>:</b> Students reflected on demonstrated acts of allyship in 65.5% of cases, and in 34.5% of cases, students described situations in which allyship was warranted but lacking. Students most frequently reflected on the allyship needs of those who were racially minoritized, identified as LGBTQ+, were perceived as \"difficult,\" and had complex care needs, and they specified issues like disparaging remarks, implicit bias, ignored patient needs, and treatment refusals as calling for allyship. The highlighted issues reflected their salience in contemporary social justice discourses in medicine. All analyzed submissions also featured meaningful reflections on at least one demonstrated act of allyship or failure thereof. Students discussed these acts' significance by connecting them to a constellation of professional values, such as the obligation to treat the whole person, be inclusive, be fair, and advocate. <b><i>Conclusions</i>:</b> This study's results show allyship can be a pedagogically useful concept with which students can reflect on and raise their consciousness of vulnerable patients and populations, what acts of allyship can look like at the bedside, and how their commitment to allyship connects with and is reinforced by other professional values.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"484-496"},"PeriodicalIF":2.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145440120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Compassion Fatigue in Medical Students and Recent Medical Graduates: A Scoping Review.","authors":"Jane Graves, Caroline Joyce, Moin Ahmed, Iman Hegazi","doi":"10.1080/10401334.2025.2570443","DOIUrl":"10.1080/10401334.2025.2570443","url":null,"abstract":"&lt;p&gt;&lt;p&gt;&lt;b&gt;&lt;i&gt;Phenomenon&lt;/i&gt;&lt;/b&gt;: Compassion fatigue (CF) manifests as profound exhaustion not relieved by sleep, empathy loss leading to depersonalized patient interactions, ineffective coping, inability to function, emotional overwhelm, and reduced self-care. Documentation of the experience of CF among medical students and recent medical graduates is beginning to appear in the literature, yet our understanding of the extent of its occurrence, its personal impact, and impact on patient care is currently rudimentary. The objective of this scoping review is to identify the extent and type of evidence on CF among medical students and recent medical graduates, review definitions, current terminology, associated factors, and knowledge gaps. &lt;b&gt;&lt;i&gt;Approach:&lt;/i&gt;&lt;/b&gt; This scoping review used the Joanna Briggs Institute (JBI) methodology for scoping reviews. We systematically searched the electronic databases MEDLINE, Embase, PsycINFO, CINAHL, and Scopus for eligible studies published between 1992 and 2025. Our inclusion criteria included the occurrence of burnout and secondary traumatic stress (STS) or equivalent terms in medical trainees. Medical trainees included medical students studying at university and recent medical graduates within two years of graduation, working under supervision at clinical institutions. We excluded more senior doctors, two years post-graduation and above. We searched electronic databases and extracted data from studies using Microsoft Excel. A narrative summary of the results is presented. &lt;b&gt;&lt;i&gt;Findings:&lt;/i&gt;&lt;/b&gt; Fifteen papers met the inclusion criteria. The data indicated emerging literature on CF among medical trainees. Inconsistencies in terminology confound CF conceptualization. Factors associated with CF include heavy workloads, frustrations with institutional IT systems and administrative processes, and non-supportive work environments. Medical trainees experience stress inherently associated with their professional stage, and our data suggests that recent medical graduates are aware an adverse event could occur due to their high workload. STS, a critical component of CF, was found to be associated with working in critical care, with traumatized individuals, with patients who die in traumatic circumstances, including by suicide, and interacting with distressed families. Knowledge gaps included quantifying CF prevalence among medical trainees and evaluating the efficacy of trauma-informed interventions, particularly those generated by clinical and educational institutional responses. &lt;b&gt;&lt;i&gt;Insights:&lt;/i&gt;&lt;/b&gt; This review indicates that CF exists among medical trainees, negatively impacts the individual, and has concerning implications for patient care. Further research is needed to determine the prevalence among medical trainees and the efficacy of interventions, in particular institutional responses to mitigate CF. Organizational responses likely may include reducing workloads of medical trainees, simplifying institutiona","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"428-447"},"PeriodicalIF":2.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145310112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mastery or Compliance? Themes of Australian Medical Student Engagement during Peer Mini-CEXs.","authors":"Timothy J Martin, Wonie Uahwatanasakul, Anna T Ryan","doi":"10.1080/10401334.2025.2556695","DOIUrl":"10.1080/10401334.2025.2556695","url":null,"abstract":"<p><p><b><i>Phenomenon</i></b>: Increasingly, peer feedback and assessment exercises are being introduced into health professional degree programs with many proposed benefits including the unique feedback received from peers and development of clinical education skills. However, studies investigating the bidirectional significance of peer feedback in workplace-based assessments (WBAs) are limited. The peer assessed mini-clinical evaluation exercise (peer mini-CEX) is a WBA conducted as part of The University of Melbourne Doctor of Medicine course, which involves peers assessing one another in a clinical setting. <b><i>Approach</i></b>: This research investigated students' perceptions of the bidirectional effects of peer feedback on medical students undertaking peer mini-CEXs. Between August and October 2023, we conducted semi-structured interviews of penultimate and final year medical students. We undertook an exploratory qualitative study based on social constructivist theory. We transcribed the interviews and analyzed them <i>via</i> inductive thematic analysis, which led to the development of themes and the thematic map. <b><i>Findings</i></b>: Fourteen students, including eight third-year and six fourth-year students, participated in the study. Students appeared to engage in two general approaches to the peer mini-CEX: a mastery approach or a compliance approach. These themes encapsulated a tension between the desire to achieve deeper learning <i>versus</i> a strategic approach to assessment. When students took a mastery approach, perceived bidirectional benefits clustered around improvements in feedback provision and reception, more intentional observation and reflection leading to enhanced clinical skills, and development of professional communication skills. If students took a compliance approach, the reported outcomes were limited or undesirable with students viewing the assessment as a tick box exercise and identifying the limitations of peer feedback. A third theme, the social milieu, illustrated the influence of the social context on peer interactions and whether a mastery or compliance approach was undertaken. <b><i>Insights</i></b>: This study is the first to explore students' perceptions of the nuanced bidirectional effects of peer feedback in a WBA. Participants report benefits of the peer mini-CEX in domains such as clinical skills, professionalism, communication, and feedback provision and reception. However, even engaged students often described adopting a superficial approach to the peer mini-CEX, resulting in minimal learning. Our findings indicate the influence of the social milieu on peer assessment and feedback processes. With contemporaneous feedback training and priming, peer assessment and feedback can be a valuable exercise for medical students. Further research into peer feedback in WBAs is required.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"416-427"},"PeriodicalIF":2.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145088142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural Plasticity of Self-Construal Theory in Chinese Medical Education: Unveiling a Potential New Path to Prosocial Behavior.","authors":"Jianing Zhang, Hui Zhou, You Wang, Xueling Yang","doi":"10.1080/10401334.2025.2565647","DOIUrl":"10.1080/10401334.2025.2565647","url":null,"abstract":"<p><p>Prosocial behavior, a cornerstone of effective healthcare, is crucial for positive doctor-patient relationships and ethical medical practice. However, cultivating prosociality in medical students, particularly within diverse cultural contexts, presents a significant challenge. While mindfulness interventions show promise, the underlying mechanisms, especially the role of self-construal, remain underexplored. This study addresses this gap by investigating the effects of a seven-day online mindfulness program on prosocial behavior among Chinese medical students and the mediating role of self-construal, a culturally contingent framework. Divergent from Western research suggesting mindfulness promotes prosociality via interdependent self-construal, we explored a potentially distinct dynamic in a collectivist setting. In 2023, we randomly assigned 64 medical students without prior mindfulness experience to a mindfulness practice group (n = 33) or a control group (n = 31). Pre- and post-intervention assessments included trait mindfulness, self-construal, and prosocial behavior, using validated Chinese instruments. The mindfulness intervention significantly increased prosocial behavior and both independent and interdependent self-construal. However, mediation analysis revealed that only independent self-construal significantly mediated the mindfulness-prosociality link; interdependent self-construal showed no significant mediating effect. This unexpected finding highlights the cultural plasticity of self-construal theory, suggesting mindfulness in collectivist contexts may facilitate prosociality by activating individual agency and autonomy-a pathway diverging from Western observations. These findings have substantial implications for adapting mindfulness interventions in global medical education, advocating for culturally informed designs that leverage the dynamic interplay between mindfulness, self-construal, and prosocial development. This research refines the theoretical understanding of self-construal and offers a novel perspective on cultivating essential prosocial attributes in future healthcare professionals. Furthermore, this work suggests practical strategies for integrating mindfulness training into medical curricula, potentially enhancing student well-being, ethical decision-making, and patient-centered care.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"497-510"},"PeriodicalIF":2.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145293747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}