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Conference Paper: The role of interpersonal interactions in emotional regulation in medical student learning

TitleThe role of interpersonal interactions in emotional regulation in medical student learning
Authors
Issue Date2013
PublisherEuropean Association for Research in Learning and Instruction (EARLI).
Citation
The 15th Biennal Conference of the European Association for Research in Learning and Instruction (EARLI), Munich, Germany, 27-31 August 2013. In the Book of Abstracts and Extended Summaries of the15th Biennal Conference of EARLI, 2013, p. 908-909 How to Cite?
AbstractLearning to monitor and regulate one’s emotions in an academic setting is a task that all students must engage in. Successful emotional regulation can lead to better learning outcomes. This paper explores emotional regulation in medical education in the context of learning how to give bad news to patients. In particular, we examine the role that patient’s emotions play in influencing medical student’s emotional regulation and consequent learning about how best to communicate bad news. In this regard, we examine the social aspect of metacognition (Salonen, Vauras & Efklides, 2005) and examine how private cognitions are influenced by social experiences (Hacker & Bol, 2004). This paper defines and assesses emotional regulation in terms of what strategies medical students need to use to monitor and control emotions. It also provides a prototype for how technology can be used to foster monitoring skills in medical students so that they can better communicate with their patients and increase patient motivation and overall satisfaction during the disclosure of bad news. Enhancing emotional regulation can lead to more effective forms of physician-patient communication, which ultimately leads to better patient care.
DescriptionConference theme: Responsible Teaching and Sustainable Learning
Persistent Identifierhttp://hdl.handle.net/10722/187700

 

DC FieldValueLanguage
dc.contributor.authorLajoie, SPen_US
dc.contributor.authorCruz­Panesso, Ien_US
dc.contributor.authorSummerside, Cen_US
dc.contributor.authorPoitras, Een_US
dc.contributor.authorHmelo­Silver, Cen_US
dc.contributor.authorWiseman, Jen_US
dc.contributor.authorLu, Jen_US
dc.contributor.authorChan, LKen_US
dc.contributor.authorKazemitabar, M-
dc.date.accessioned2013-08-21T07:09:18Z-
dc.date.available2013-08-21T07:09:18Z-
dc.date.issued2013en_US
dc.identifier.citationThe 15th Biennal Conference of the European Association for Research in Learning and Instruction (EARLI), Munich, Germany, 27-31 August 2013. In the Book of Abstracts and Extended Summaries of the15th Biennal Conference of EARLI, 2013, p. 908-909en_US
dc.identifier.urihttp://hdl.handle.net/10722/187700-
dc.descriptionConference theme: Responsible Teaching and Sustainable Learning-
dc.description.abstractLearning to monitor and regulate one’s emotions in an academic setting is a task that all students must engage in. Successful emotional regulation can lead to better learning outcomes. This paper explores emotional regulation in medical education in the context of learning how to give bad news to patients. In particular, we examine the role that patient’s emotions play in influencing medical student’s emotional regulation and consequent learning about how best to communicate bad news. In this regard, we examine the social aspect of metacognition (Salonen, Vauras & Efklides, 2005) and examine how private cognitions are influenced by social experiences (Hacker & Bol, 2004). This paper defines and assesses emotional regulation in terms of what strategies medical students need to use to monitor and control emotions. It also provides a prototype for how technology can be used to foster monitoring skills in medical students so that they can better communicate with their patients and increase patient motivation and overall satisfaction during the disclosure of bad news. Enhancing emotional regulation can lead to more effective forms of physician-patient communication, which ultimately leads to better patient care.-
dc.languageengen_US
dc.publisherEuropean Association for Research in Learning and Instruction (EARLI).-
dc.relation.ispartofBiennal Conference of the European Association for Research in Learning and Instructionen_US
dc.titleThe role of interpersonal interactions in emotional regulation in medical student learningen_US
dc.typeConference_Paperen_US
dc.identifier.emailLu, J: jingyan@hku.hken_US
dc.identifier.emailChan, LK: lapki@hkucc.hku.hken_US
dc.identifier.authorityLu, J=rp00930en_US
dc.identifier.authorityChan, LK=rp00536en_US
dc.identifier.hkuros219995en_US
dc.identifier.hkuros219486-
dc.identifier.spage908-
dc.identifier.epage909-
dc.publisher.placeBelgium-

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