The stress paradox: how stress can be good for learning

• Published in: Medical education Vol. 54; no. 1; pp. 40 - 45
• Main Authors: Rudland, Joy R., Golding, Clinton, Wilkinson, Tim J.
• Format: Journal Article
• Language: English
• Published: England Wiley Subscription Services, Inc 01.01.2020
• Subjects: Medical education; Medical students
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1111/medu.13830

Context This article explores the myth that stress is always bad for learning. The term “stress” has been narrowed by habitual use to equate with the negative outcome of distress; this article takes an alternative view that ultimately rejects the myth that demonises stress. The avoidance of distress is important, but a broader view of stress as something that can have either positive or negative outcomes is considered. Proposal We propose that stress is important for learning and stress‐related growth. We explore the little‐mentioned concept of eustress (good stress) as a counter to the more familiar concept of distress. We further consider that the negative associations of stress may contribute to its negative impact. The impact of stress on learning should be deliberately and carefully considered. We offer a hypothetical learning journey that considers the cause of potential stress, a stressor, and how a stressor is moderated to result in stress that may influence learning either by positively challenging the learner or by functioning as a hindrance to learning. Conclusions In thinking more positively about stress, health professional educators may better support the student's learning journey. Tacking the myth that stress is something negative to be overcome, Rudland suggests that stress may actually be good for learning (if it promotes eustress rather than distress).