EXAMINING THE MINDSETS OF GENERAL SURGERY RESIDENTS AND FACULTY

Abstract

Mindset is a psychological construct describing individuals’ beliefs about their potential to change their intelligence or ability level in a given context and is often referred to as either “growth” or “fixed”. Mindset is considered an important aspect of learning in children and undergraduate students, but there has been little investigation of its importance at the graduate medical education level. We performed an explanatory mixed-methods study of mindsets in surgical programs by surveying general surgery residents (n=125, 37%) and surgical attendings (n=109, 18%) at six academic surgery programs across the country using a modified version of the standard mindset assessment. Using the data from these results we then created an interview guide and performed qualitative interviews of residents (n=13) and faculty (n=6) from these six programs. Survey response rate was 234/943 (25%). The survey had high internal consistency (α = 0.85). The overall mean mindset score was 5.71 and scores were very similar between residents (5.70) and attendings (5.72). There were significant differences in mindset scores across programs (p=0.004), gender (p=0.021), and representation by race (p=0.028). Interviews yielded six themes: the unique application of mindset theory in the clinical setting, protective effects of a growth mindset in surgical training, environmental effects on mindset, mindset differences across generations, the co-influential effects of mindset and innate personal traits, and detrimental effects of the growth mindset in surgery. This study demonstrates an overall unique prevalence of growth mindset in the surgical resident and attending populations. There are significant differences in average mindset scores which vary by program, gender, and race. These findings were reinforced by interview data, which demonstrated the necessity, positive effects, and caveats of holding a growth mindset in surgical training.