Paper
Medical Teaching and Learning: Growth versus Fixed Mindset
Published Sep 1, 2018 · Vahid Khalkhali
Journal of Medical Education Development
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Abstract
Individuals develop beliefs and mindsets as a meaning system to create structures for their world, which in turn plays a key role in their motivations and behaviors, particularly in the teaching and learning contexts. Mindset could be examined within the frameworks of growth and fixed attitude. Dweck [1] has defined mindset as the perspective of individuals toward their innate attributes (e.g., abilities and personality traits) as fixed, uncontrollable characteristics (fixed mindset) that cannot change through effort or malleable, controllable qualities that could be promoted through effort and investment (growth mindset). In this regard, Dweck [2] argues that the fixed mindset creates an urgency to prove oneself, and the failures faced by the individual may be perceived as a direct measure of their competence and selfworth. These individuals are not only more likely to make negative judgments about their intelligence, but they are also more likely to show negative affection and debilitation following failures. On the other hand, individuals with the growth mindset are conscious and willing to voluntarily receive ego threats within their perception of their innate abilities, so that they may continually re-evaluate their learning process and maximize their potential. These mindsets lead students to recognize re-evaluation and feedback variably. Medical education is Journal of Medical Education Development, 2018, Vol 11, No 30, 1 3 http://zums.ac.ir/edujournal/
Growth mindset promotes self-evaluation and feedback, while fixed mindset leads to self-judgment and self-debilitation, affecting medical education.
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