Assessing wisdom-related competence in the context of medical education

Background: Our model of wisdom-related competence distinguishes wisdom-relevant and wisdom-specific knowledge and attitudes (13 dimensions in total) as a basis for constructive action in complex social contexts such as professional therapeutic situations. Purpose: Based on this model reflecting modern challenges of medical education, we aimed at assessing medical students’ wisdom-related competence in general and as a function of scenario content, age and study progress. Methods: We conducted scenario-based interviews with a sample of 15 medical students. All participants were faced with same four scenarios reflecting complex situations. Then, we performed a content analysis on the interview transcripts using a specific coding manual. Results: Findings indicate a low level of wisdom-related competence in the analysed sample; participants’ mean total score was M = 156.47 (SD = 61.50) of 364 possible points. Corresponding to previous findings of psychological wisdom research, only few participants reached high scores. The students scored higher in wisdom-relevant dimensions than in wisdom-specific dimensions and higher in knowledge than in attitude dimensions. Conclusions: Regarding these results and the fact that wisdom-related knowledge and attitudes facilitate wise decisions and wise action in complex medical contexts, the curriculum of medical education should more largely integrate wisdom-related goals and learning opportunities.