What if How We Train Healthcare Workers Is Accidentally Breaking Them?

The language we use in education doesn't just transfer knowledge—it builds identity. An affirming, confidence-based approach creates resilient practitioners ready for high-pressure situations, while a fear-based one can trigger a stress response that shuts down learning. Joe Knight breaks down the neuroscience and offers a blueprint for training that fosters both competence and unshakable resilience.

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This article is a truncated version of a more scholarly investigation titled “Personal reflection of military and civilian health care education methodology. Creating resilience in medical education.” If you would like to read the full article, simply shoot us an email and we will send you the link! hello@theresiliencelab.com.au

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Imagine two students learning to give a lifesaving injection.

The first is taught: "This is ketamine. You'll find it invaluable. You will become

confident and competent in using it safely."

The second is taught: "This is ketamine. It's very dangerous. Incorrect use can cause serious harm. You may be permitted to use it if you meet strict competencies."

Same drug. Same skill. Vastly different learning experiences.

I’ve been both of those students. First, as an Advanced Medical Assistant in the Royal Australian Navy, and later as a civilian Paramedic and Nurse. This contrast isn’t just about wording—it’s about how our training methods build, or accidentally break, clinical resilience.

The Military Mindset: "You've Got This"

Military medical training is built for one thing: operational effectiveness. The language is affirming and future-focused. It assumes your success from day one. 

This approach is powerful. It builds a professional identity rooted in confidence and the ability to act decisively under pressure. It tells your brain, "I am capable," which is the first step toward actually being capable.

There is a catch, however: this confidence must be calibrated. Without ongoing mentorship and a culture of humility, it can tip into overconfidence. I’ve seen medics placed in situations beyond their skill level because their training made them feel ready for anything.

The Civilian Caution: "Don't Mess Up"

Civilian healthcare education is incredibly thorough and academically rigorous. But its framing is often risk-averse. The primary message can subtly shift from "Here's how to do it" to "Here's how you'll mess it up."

While this comes from a rightful commitment to patient safety, it can have an unintended side effect: it teaches from a place of fear.

And, as we have discussed previously in this blog: fear is the enemy of learning.

Why Your Brain Shuts Down Under Stress

This isn't just a feeling; it's neuroscience. When we're stressed or fearful, our brain floods with cortisol. This stress hormone literally shuts down our prefrontal cortex—the part of the brain responsible for complex thinking, decision-making, and learning.

Instead, our brain redirects energy to the limbic system, our ancient survival centre. It’s a shift from "I can figure this out" to "I need to get away from this."

In a learning environment constantly highlighting danger and liability, students can live in this low-grade state of stress. Their central nervous system prioritises survival over learning. The result? Impaired memory, reduced cognitive flexibility, and a struggle to absorb the very information we’re trying to teach them.

It’s the neurological equivalent of trying to solve a complex puzzle while someone is yelling in your ear.

Finding the "Growth Zone": The Best of Both Worlds

So, is the answer to just yell "You can do it!" to every student? Not quite. The goal is to find the sweet spot between boring comfort and overwhelming terror.

At The Resilience Lab, we talk about the three zones of stress:

*   The Comfort Zone: Where things are easy. No growth happens here.

*   The Toxic Zone: Where stress is too high. Learning shuts down.

*   The Growth Zone: The sweet spot. Stress is present but manageable. This is where neuroplasticity kicks in, resilience is built, and real learning happens.

Military training is great at deliberately moving students into this Growth Zone through graded challenges. Civilian education, with its depth of knowledge, needs to more intentionally create this psychological space.

How We Can Build More Resilient Clinicians

We don’t have to choose between confidence and safety. We can have both. Here’s how educators and mentors can integrate the best of both methodologies:

1.  Reframe the Language: Start with belief. "This is a complex skill you will be able to master. Let's break it down how to do it safely." Assume competence while teaching caution.

2.  Design for the Growth Zone: Create learning scenarios that are challenging but achievable. Use simulation not just to test skills, but to safely let students experience and manage stress.

3.  Prioritise Psychological Safety: Create an environment where asking questions and making mistakes (in training) is seen as a crucial part of learning, not a failure.

4.  Embrace Mentorship: Confidence without guidance is risky. Strong, ongoing mentorship ensures that growing confidence is matched with growing competence.

The Bottom Line

Resilience isn’t just an innate trait; it’s a skill that is taught and cultivated. Our educational methods—the very words we use—shape the identity and resilience of our future healthcare heroes (and, indeed, all learners).

By blending the affirming, resilience-building approach of military training with the rigorous academic depth of civilian education, we can graduate clinicians who are not only incredibly skilled but also confident, adaptable, and ready to thrive under pressure.

After all, the goal isn’t just to create clinicians who know what to do. It’s to create clinicians who believe they can do it, when it matters most.