176 - From Self-Criticism to Self-Compassion: How Pediatric Residents Can Learn from Failure

Helen Wei, Stanford University School of Medicine, Redwood City, CA, United States; Amritha Yellamilli, Stanford University School of Medicine, Palo Alto, CA, United States; Maryam S. Makowski, Stanford University School of Medicine, Stanford, CA, United States; Caroline Rassbach, Stanford University School of Medicine, Palo Alto, CA, United States; Minnie Dasgupta, Stanford University School of Medicine, Palo Alto, CA, United States

Background: In medicine, errors contribute to growth but can result in burnout and psychological distress. Residents routinely navigate the tension between making inevitable mistakes and developing professional competence. Prior work shows that trainees do not learn from errors until emotional distress is relieved through positive coping mechanisms. Self-compassion is one such tool that has been shown to improve well-being in surgical residents.

Objective: We developed a novel program to help residents learn from failure through a longitudinal framework centered around self-compassion.

Design/Methods: This was an IRB-approved, single-center, mixed-methods study of pediatric residents from June 2024 - 2025. We adapted the cognitive apprenticeship model to learning from failure. The program includes a panel for faculty and residents to role-model vulnerability and share errors and self-compassion training during intern orientation. It is followed by bimonthly case discussions open to all pediatric residents that provide an informal space to discuss a common error, debrief similar experiences, and discuss how faculty and other residents learn from failures. The case discussions end with a 5-minute self-compassion practice. Post-session surveys evaluated the impact of the program.

Results: Almost all residents (97%, 38/39) who attended the panel and self-compassion training during orientation evaluated the session. 100% of respondents reported that hearing about peers’ and faculty errors helped normalize errors, and 97% (37/38) reported learning how others role-modeled vulnerability. After the panel, 55% (21/38) felt less stressed about making errors. Most participants (87%, 33/38) found the self-compassion training useful, and 71% (27/38) thought the training helped them identify how to incorporate self-compassion into their lives. 84% (21/25) of residents who attended the most recent case discussion evaluated the session. Most respondents learned how peers (95%, 20/21) and faculty (91%, 19/21) cope with errors. About half (52%, 11/21) debriefed about a difficult experience, and 76% (16/21) believed the session built community within the residency program.

Conclusion(s): This longitudinal framework promotes self-compassion by normalizing errors through role modeling, providing spaces for debriefing and discussion, and building community. Future analysis with focus groups will explore more nuanced themes of the program’s impact.