Teachers? mindsets in medical education: A pilot survey of clinical supervisors

Purpose: Current medical education models maintain that competencies such as professionalism and communication can be taught; however, some argue that certain attributes that make up these competencies, such as empathy, are fixed. Teachers? implicit theories, or mindsets (beliefs about the fixed versus learnable nature of human attributes) have been shown to impact their teaching and assessment practices; but little work has explored mindsets in medical education. We examined clinical supervisors? mindsets of two cognitive attributes (intelligence and clinical reasoning) and two affective attributes (moral character and empathy). Methods: Clinical supervisors (n?=?40) from three specialities completed a survey designed to measure mindsets using two existing instruments for intelligence and moral character and 18 new items for clinical reasoning and empathy. Participants completed the survey twice for test-retest reliability (n?=?25). Results: New items had satisfactory psychometric properties. Clinical supervisors? mindsets were mixed. Only 8% of participants saw clinical reasoning as fixed while more saw empathy (45%), intelligence (53%), and moral character (53%) as fixed ? running counter to current educational models that characterize these attributes as learnable. Conclusion: This study provides evidence supporting the use of these new tools to measure mindsets that may help to better understand the impact of mindsets on medical education.