When SMART Isn't Always Best: An Investigation of Emergency Medicine Resident Goal Setting Practices
Despite theoretical and institutional endorsement of goal setting, trainees struggle to apply traditional goal setting practices to clinical education. This tension may be due to a thus far undescribed component of goal setting theory-namely, the "wickedness" or "kindness" of the specific clinical learning environment. We recommend encouraging adaptive goal setting practices that are relationally supported, longitudinally oriented, and tailored to the realities of the kindness or wickedness of the clinical learning environment.
Authors
- Laura R. Hopson (ORCID: https://orcid.org/0000-0002-1183-4751)
- Ryan Coughlin (ORCID: https://orcid.org/0000-0001-5511-7482)
- Linda Regan (ORCID: https://orcid.org/0000-0003-0390-4243)
- Jeremy Branzetti (ORCID: https://orcid.org/0000-0002-2397-0566)
- Alina Tsyrulnik (ORCID: https://orcid.org/0000-0003-4322-5069)
- Garrison Nord (ORCID: https://orcid.org/0000-0002-2900-1862)
Institutions
- Johns Hopkins University (US)
- University of Michigan (US)
- Johns Hopkins Medicine (US)
- Yale University (US)
Publication Details
- Journal
- AEM Education and Training
- Published
- 2026-02-01
- DOI
- https://doi.org/10.1002/aet2.70125
- Citations
- 1
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 41.85