Abstract
This study analyzes and interprets the emotional dimension of Critical Care and Intensive Care Medicine graduate students, focusing on its relationship with patient care and the opportunities for innovation in formative assessment and student-centered decision-making. A qualitative study was conducted through semi-structured interviews with residents, faculty members, and academic leaders. Thematic analysis followed Braun and Clarke’s six-phase approach, systematically identifying key emotional and educational themes. Four major themes emerged: (1) Emotional Resilience and Vulnerability: Residents described dynamic emotional experiences influencing their clinical practice and learning. (2) Professional Identity Formation: Mentorship, leadership transitions, and peer dynamics were critical in shaping professional growth. (3) Communication and Empathy in Patient Care: Emotional intelligence emerged as essential but unevenly developed across training. (4) Formative Assessment and Student Participation: Innovative opportunities were identified to strengthen emotional development through formative feedback mechanisms, empowering residents to actively participate in the design, reflection, and evaluation of their educational journeys. Emerging categories included a sense of belonging, coping strategies, collaborative decision-making, and emotional self-awareness, which are central to an integrated and dynamic learning process. Promoting emotional awareness through structured formative assessment and active student engagement in decision-making processes represents a transformative approach to postgraduate medical education. Integrating these innovations enhances professionalism and emotional resilience and strengthens the quality of patient care delivered by future intensivists.
Presenters
Claudia JaramilloStudent, PhD Candidate, Universidad de La Sabana, Distrito Capital de Bogotá, Colombia
Details
Presentation Type
Theme
Health Promotion and Education
KEYWORDS
Emotional Competency; Critical Care Education; Formative Assessment; Professionalism
