Exhibiting failure toward building a growth mindset: a qualitative study of psychiatric trainees’ experiences of a monthly reflective session

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BACKGROUND: Medical trainees frequently encounter academic, clinical, and personal setbacks, yet these experiences are often concealed due to fear of judgment and stigma. Providing a structured, psychologically safe space to share failures may help normalize setbacks, reduce shame, and foster a growth mindset. This study explored psychiatric trainees' experiences of the "Exhibition of Failure," a monthly reflective session designed to support open discussion of failure and promote personal and professional development. METHODS: The Exhibition of Failure was held monthly over one academic year at the Department of Psychiatry, Prince of Songkla University, for psychiatry residents in training years 1-3. Using a classroom action research framework, we conducted two iterative focus groups with participating trainees as part of the reflection and improvement cycle. Verbatim transcripts were analyzed using team-based thematic analysis, with the research team iteratively coding the data and jointly refining overarching themes about trainees' experiences and perceived impact on their learning and mindset. RESULTS: Nine trainees participated in the first focus group round and ten in the second. Four main themes were identified: (1) establishing a safe environment for disclosing failure, (2) receiving support and building connections, (3) cultivating self-acceptance and acceptance by peers, and (4) generating solutions and preparing for future failures. Trainees described the sessions as liberating and safe, enabling honest discussion of vulnerabilities that they would usually hide. Encouragement from peers and facilitators helped normalize failure and created a sense of mutual support. Facilitators' willingness to share their own failures reduced trainees' feelings of isolation and inadequacy, and strengthened their confidence. Over time, repeated participation helped residents feel more equipped to confront challenges and to develop concrete strategies for dealing with future setbacks. CONCLUSIONS: The Exhibition of Failure appeared to provide a reflective forum where psychiatric trainees could speak more openly about failures and begin to reframe them as learning opportunities. These qualitative, interpretive findings suggest that similar structured, failure‑focused sessions may help foster self‑compassion, peer connection, and a growth‑oriented approach, although longitudinal and mixed‑method studies are needed to determine whether such effects are sustained. TRIAL REGISTRATION: NA.

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Related topics: Innovations in Medical Education · Nursing education and management · Empathy and Medical Education