You Think Failure Is Hard? So Is Learning From It

Embracing Failure: Nurturing Learning and Well-Being in Anesthesiology and Perioperative Medicine

Failure, ubiquitous in life and medical practice, offers myriad opportunities for learning and growth alongside challenges to overall well-being. In this article, we explore the nature of failure, it's sources and impacts in perioperative medicine, and the specific challenges it brings to trainee well-being. With a deeper understanding of the societal, psychological and cognitive determinants and effects of failure, we propose solutions in order to harness the opportunities inherent in failures to create brave and supportive learning environments conducive to both education and well-being.

Illusions of knowledge due to mere repetition

Repeating information increases people's belief that the repeated information is true. This truth effect has been widely researched and is relevant for topics such as fake news and misinformation. Another effect of repetition, which is also relevant to those topics, has not been extensively studied so far: Do people believe they knew something before it was repeated? We used a standard truth effect paradigm in four pre-registered experiments (total N = 773), including a presentation and judgment phase. However, instead of "true"/"false" judgments, participants indicated whether they knew a given trivia statement before participating in the experiment. Across all experiments, participants judged repeated information as "known" more often than novel information. Participants even judged repeated false information to know it to be false. In addition, participants also generated sources of their knowledge. The inability to distinguish recent information from well-established knowledge in memory adds an explanation for the persistence and strength of repetition effects on truth. The truth effect might be so robust because people believe to know the repeatedly presented information as a matter of fact.

How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure

BACKGROUND

Many people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes.

AIMS

In this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes.

SAMPLE

Drawing on the large pre-birth Growing Up in New Zealand cohort, we focused on a sub-sample of 231 mother-child dyads who engaged in a recorded conversations about a "recent disappointment or setback" when the children were 8 years old.

METHOD

Conversations between mothers and children about the recent disappointments were coded to identify whether parents recognised or acknowledge their child's emotional response, if action plans were discussed, and the types of resources that the child could draw on. The children also completed a questionnaire about their global self-worth and their fear of making mistakes.

RESULTS AND CONCLUSIONS

The discussion of clear action plans, in the absence of a discussion about collaborative resources, was found to be associated with an increased fear of making mistakes among children. Conversely, when mothers clearly acknowledged their child's emotions and discussed ways to work collaboratively with their child on future problems, there was a notable decrease in the child's fear of mistakes. However, it is noteworthy that many mothers in our study either minimally acknowledged or dismissed their child's emotions(40%), rarely discussed action plans (55%), or collaborative resources (79%)when discussing the recent setback.

Less is more: Antibiotics at the beginning of life

Antibiotic exposure at the beginning of life can lead to increased antimicrobial resistance and perturbations of the developing microbiome. Early-life microbiome disruption increases the risks of developing chronic diseases later in life. Fear of missing evolving neonatal sepsis is the key driver for antibiotic overtreatment early in life. Bias (a systemic deviation towards overtreatment) and noise (a random scatter) affect the decision-making process. In this perspective, we advocate for a factual approach quantifying the burden of treatment in relation to the burden of disease balancing antimicrobial stewardship and effective sepsis management.

Conditions under which college students cease learning

Introduction

Effective learning involves the acquisition of information toward a goal and cessation upon reaching that goal. Whereas the process of learning acquisition is well understood, comparatively little is known about how or when learning ceases under naturalistic, open-ended learning conditions in which the criterion for performance is not specified. Ideally, learning should cease once there is no progress toward the goal, although this has never been directly tested in human learners. The present set of experiments explored the conditions under which college students stopped attempting to learn a series of inductive perceptual discrimination problems.

Methods

Each problem varied by whether it was solvable and had a criterion for success. The first problem was solvable and involved a pre-determined criterion. The second problem was solvable, but with no criterion for ending the problem so that learners eventually achieved a highly accurate level of performance (overlearning). The third problem was unsolvable as the correct answer varied randomly across features. Measures included the number of trials attempted and the outcome of each problem.

Results and Discussion

Results revealed that college students rarely ceased learning in the overlearning or unsolvable problems even though there was no possibility for further progress. Learning cessation increased only by manipulating time demands for completion or reducing the opportunity for reinforcement. These results suggest that human learners show laudable, but inefficient and unproductive, attempts to master problems they should cease.

The impact of current failures on predicted well-being for future success: Different mechanisms of action in high and low self-threat situations

This study explored the effect of current performance on the predicted well-being for future success and its mechanism. This empirical research consists of two experiments. In Study 1, the individual's predicted well-being of future performance in the tests was lower in good feedback condition compared with bad feedback condition. It means that individuals have a higher expectation of future success after an unimportant loss. Study 2 focused on the moderating role of self-threat situations and the mediating role of affect and self-esteem in the effect of current performance feedback on predicted well-being. The results showed that individuals who got bad feedback have a low predicted well-being of future success only in a high self-threatening condition. Self-threat plays a moderating role between current performance and predicted well-being. The serial mediation role of affect and self-esteem in the negative effect of current performance on predicted well-being holds in high self-threat situations. By specifying the behavioral consequences and analyzing the psychological process in high and low self-threat situations, this research expands the literature on development of appropriate cognitive theories and propose novel measures and practical implications of enhancing predicted well-being.

The Role of Challenge in Talent Development: Understanding Impact in Response to Emotional Disturbance

(1) Background: The pursuit of excellence is central to most development environments, and this is particularly the case in high-performance sport. Accordingly, we examined some mechanisms for development, focusing on the nature and impact of challenge in the experiences of more or less successful high-level rugby players. (2) Methods: Retrospective interviews were conducted with two groups of players. All had been successful on the development pathway (i.e., recruited to high level academies and selected as age group internationals). Only some had progressed to senior contracts and international selection, offering a basis for contrast. (3) Results: Data suggest the importance of negative experiences in the development of performers and performance. Importantly, however, the impact is dependent on both the skills of the individual and the style, timing and context of the challenge. (4) Conclusions: Negative experiences seemed to offer developmental opportunities wider than just learning to cope, at least for those who eventually succeeded. In short, progress was dependent on an interaction between individual skill, interpretation, context and social setting. The need for coaches and others to develop the appropriate attitudes and approach to challenge is a clear implication.