Importance Given the high rates of burnout and associated negative mental health outcomes (eg, depression, suicidal ideation, substance abuse) among medical students and physicians, it is imperative to identify strategies for supporting the future health workforce, particularly when considering trends indicating a future shortage of physicians. Understanding the associations of medical school students' learning mindsets (eg, growth mindset, purpose and relevance, and sense of belonging) with indicators of well-being (eg, flourishing) and ill-being (eg, burnout) could provide a foundation for future research to consider when attempting to combat the negative mental health trends among medical students and physicians.

Objectives:

To understand the associations of medical school students' learning mindsets (ie, their beliefs about themselves as learners and their learning environment) with critical student health outcomes (ie, well-being and ill-being). Design, Setting, and

Participants:

This survey study used a nationally representative sample of first-year osteopathic medical school students across the US who responded to a survey of learning mindsets as well as measures of well-being and ill-being in fall 2022. Data were analyzed from January to April 2024. Main Outcomes and

Measures:

Learning mindsets were categorized as growth mindset, purpose and relevance, and sense of belonging. Well-being was categorized as flourishing and resilience, and ill-being was categorized as burnout and psychological symptoms. Outcomes were regressed on learning mindset and demographics variables, and interactions of demographic variables and learning mindsets were assessed.

Results:

A total of 7839 students were surveyed, and 6622 students (mean [SD] age, 25.05 [3.20]; 3678 [55.5%] women) responded and were included in analyses. The 3 learning mindsets were significantly associated with flourishing (growth mindset b = 0.34; 95% CI, 0.23 to 0.45; P < .001; purpose and relevance b = 2.02; 95% CI, 1.83 to 2.20; P < .001; belonging uncertainty b = -0.98; 95% CI, -1.08 to -0.89; P < .001) and resilience (growth mindset b = 0.28; 95% CI, 0.17 to 0.40; P < .001; purpose and relevance b = 1.62; 95% CI, 1.43 to 1.82; P < .001; belonging uncertainty b = -1.50; 95% CI, -1.60 to -1.40; P < .001) well-being outcomes and burnout (growth mindset b = -0.09; 95% CI, -0.11 to -0.07; P < .001; purpose and relevance b = -0.29; 95% CI, -0.32 to -0.25; P < .001; belonging uncertainty b = 0.28; 95% CI, 0.26 to 0.30; P < .001) and psychological symptoms (growth mindset b = -0.22; 95% CI, -0.30 to -0.14; P < .001; purpose and relevance b = -0.51; 95% CI, -0.64 to -0.38; P < .001; belonging uncertainty b = 1.33; 95% CI, 1.27 to 1.40; P < .001) ill-being outcomes, even when controlling for important demographic characteristics (eg, race and ethnicity, gender identity, age). Furthermore, several significant interactions indicated that these learning mindsets may be particularly salient for students from historically marginalized communities there was a significant interaction between growth mindset and race and ethnicity (b = 0.58; 95% CI, 0.08 to 1.09, P = .02), such that growth mindset was more strongly associated with flourishing among American Indian or Alaska Native, Black, Latine, or Native Hawaiian students. Conclusions and Relevance These findings suggest that identifying strategies for supporting students' learning mindsets may be an effective way to support medical student well-being and reduce ill-being, particularly among students from historically marginalized backgrounds.