Conclusion
’ learning
Summing up, the present study replicates previous findings that negative emotions adversely impact medical residents’ subsequent learning. To get a better understanding of how to manage this effect, further research is called for. Apparently, these emotional states are harder to regulate than we assumed. Our ER intervention, although successfully applied in other domains, failed to diminish the negative effect of emotions on medical trainees’ learning. It is reasonable to hypothesise that real situations present an even bigger challenge, eliciting stronger negative emotions. This emphasizes the relevance of pursuing this line of investigation to reveal ER interventions suitable for medical education. Having access to an effective intervention would enhance trainees’ learning opportunities, their well-being and ultimately their ability to offer appropriate care to their patients.