Submitted by Marianna Shershneva on

Memari M, Gavinski K, Norman MK. Beware false growth mindset: building growth mindset in medical education is essential but complicated. Acad Med. 2024;99(3):261-265. doi: 10.1097/ACM.0000000000005448. 

Abstract: Mindset theory aims to explain how learners' beliefs about intelligence and learning affect how they perceive effort, react to failure, and respond to feedback in challenging learning contexts. Mindset theory distinguishes between growth mindset (the belief that human capacities can be developed over time) and fixed mindset (the belief that human capacities are inherent and unchangeable). Efforts to develop growth mindset in learners have shown a wide range of benefits, including positive effects on students' resilience, commitment to lifelong learning, and persistence in a field of study, with notable impacts on learners who are struggling, learners from minoritized groups, and women in scientific fields. In recent years, mindset theory interventions have caught the interest of medical educators hoping to engage learners as partners in their own learning and progression to competence. Educators hoping to apply this theory to educational programs and learner-teacher interactions in ways that promote growth mindsets would benefit from awareness of the concept of false growth mindset , a term coined by Carol Dweck to refer to common pitfalls in the theory's application. In this article, the authors highlight important findings from mindset interventions in medical education, identify common pitfalls of false growth mindset in the context of medical learners, and offer suggestions for how educators and institutions can better instigate changes to promote growth mindsets within medical education.

Questions

1. How do you recognize when a learner is in a situation that predisposes to a fixed mindset?

2. What interventions are you familiar with or want to explore that foster a growth mindset in learners who are healthcare professionals-in-training?

3. Which of the false growth mindset beliefs explained in the article do you relate to most closely, based on your experience as a teacher or a learner? Why?

4. What ideas do you have for supporting a growth mindset culture in your clinical and teaching/learning environments?

Comments

Marianna Shershneva replied on

This topic and this article will be discussed at the Medical College of Wisconsin Knowledge Informing Collaboration and Scholarship (KICS) Journal Club session on 

November 13: Milad Memari, MD, MS & Katherine Gavinski, MD, MS.

Beware False Growth Mindset: Building Growth Mindset in Medical Education Is Essential but Complicated

Marianna Shershneva replied on

Jessica Wade replied on

Great insights on how mindset shapes learning, especially in healthcare training. Fixed mindsets often show when learners avoid feedback or challenges, while reflection and open dialogue can spark growth. I recently read a piece on this website about continuous learning—it perfectly connects with this idea. Encouraging curiosity, resilience, and feedback can truly elevate both teaching and learning experiences.

Jessica Wade replied on

Aim Grip replied on

Excellent insights on how mindset influences learning, especially in healthcare education. Fixed mindsets often emerge when learners resist feedback or shy away from challenges, while reflection and open discussion can fuel real growth. I recently came across an article on this site  about continuous learning that perfectly ties into this—promoting curiosity, resilience, and feedback truly enhances both teaching and learning experiences.

Aim Grip replied on

cakorib cakorib replied on

 i tend to spot a fixed-mindset moment when a learner starts narrating feedback as a verdict on who they are rather than what they did, especially after a tough case or a public correction. what helps in my setting is making feedback concrete and behavioral, then pairing it with a short plan for the next attempt so “effort” doesn’t become empty praise. the false growth mindset trap i fall into is assuming that saying “you can get better” is enough without changing workload, supervision, or psychological safety. also, our filters caught two odd URLs in a resident reflection thread https://andarbahargames.com/ and https://funkytimegame.org/ which reminded me that a growth culture also needs protection from noise so learners feel their space is respected.

cakorib cakorib replied on

Mia Lorean replied on

This discussion highlights an important aspect of medical education, especially the role of a growth mindset in shaping how learners respond to challenges and feedback. Encouraging learners to view mistakes as opportunities for improvement can significantly enhance resilience and long-term skill development. Research also shows that adopting a growth mindset supports persistence, continuous learning, and better engagement in complex learning environments.

In practical fields where precision and ongoing learning are essential, combining this mindset with structured training programs can make a real difference. For professionals aiming to advance their skills, exploring options like aesthetic training in Australia can help build both confidence and competence.

Overall, this is a thoughtful and valuable discussion that encourages educators and learners to focus on growth, adaptability, and continuous improvement.
 

Mia Lorean replied on

Jessica lily replied on

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Jessica lily replied on