Faculty, Staff and Student Publications

Language

English

Publication Date

1-1-2026

Journal

Journal of Medical Education and Curricular Development

DOI

10.1177/23821205261420679

PMID

41695548

PMCID

PMC12894645

PubMedCentral® Posted Date

2-11-2026

PubMedCentral® Full Text Version

Post-print

Abstract

Background: Shame is an emotional experience in health professions education, often contributing to burnout, isolation, and threats to professional identity. Self-compassion has been identified as a protective factor against shame. This study describes the development and evaluation of an elective designed to foster shame resilience and cultivate self-compassion among health professions students.

Methods: A 6-h elective, Fostering Connection and Shame Resilience Through Self-Compassion, was offered over 3 monthly 2-h sessions. Each session included a shared meal, abbreviated large-group conceptual learning, reflective writing, guided self-compassion practices, and small-group discussions. Participants completed the Self-Compassion Scale-Short Form (SCS-SF) at the beginning and end of the course and the Shame Frequency Questionnaire in Medical Students (SFQ-MS) at the end. A control group of nonparticipating medical students completed the SFQ-MS for comparison. An anonymous program evaluation survey was also conducted.

Results: Of 21 learners who completed both pre and post SCS-SF scales, statistically significant improvements were observed in 7 of 12 items and in 4 of 6 subscales (Self-Kindness, Self-Judgment, Common Humanity, and Mindfulness). The total self-compassion score increased from mild to moderate. On the SFQ-MS, 6 of 12 items showed statistically significant differences between the postelective group and matched controls. Program evaluation data indicated that 62% reported significantly greater awareness of shame, and 57% reported significantly increased openness to practicing self-compassion.

Conclusions: This elective represents an innovative approach to improving emotional resilience in learners, integrating experiential learning, interpersonal connection, and small-group learning. Findings suggest that even brief interventions can positively impact learners' self-compassion and aspects of shame resilience. Curricula addressing these affective domains may offer valuable tools for enhancing well-being and professional identity formation in health professions education.

Keywords

self-compassion, shame, emotional resilience, reflective writing, innovative curriculum, small-group learning, medical students, health professions students, self-compassion for healthcare

Published Open-Access

yes

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