Emotion or Emotion Variability: What Matters to Students' Performance in Clinical Reasoning?

• In Event: AERA Poster Session 3
  In Poster Session: Topics in Higher Education

Abstract

While emotion has been receiving increasing attention in medical education, few studies have explored the roles of emotion and emotion variability simultaneously in the context of clinical reasoning. We address this gap by examining the relative importance of emotion and emotion variability in predicting diagnostic performance. More specifically we look at these variables in the context of where emotion and emotion variability occur in specific phases of self-regulated learning (SRL). Both emotion and emotion variability were found to influence performance, but they functioned differently in different SRL phases. These findings not only alert medical researchers to the multiple aspects of emotion but also lead to changes in terms of how medical educators addresses emotions in the context of clinical reasoning.

Authors

• Juan Zheng, McGill University

• Shan Li, McGill University

• Susanne P. Lajoie, McGill University