Number
607
Name
The Power Behind Performance: A Qualitative Exploration of Medical Student Sources of Cognitive Margin
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Julia Stephen, Sam Houston State University College of Osteopathic Medicine
Yasmine Gharbieh, Sam Houston State University College of Osteopathic Medicine
Uzma Maknojia, Sam Houston State University College of Osteopathic Medicine
Andrea Doan, Sam Houston State University College of Osteopathic Medicine
Marcos Garza-Madrid MD, PhD, Sam Houston State University College of Osteopathic Medicine
Presentation Topic(s)
Student Support
Description
PURPOSE
The demands of medical education place students under immense academic,
social, and emotional pressure, contributing to challenges in performance,
wellbeing, and motivation. McClusky's theory of margin conceptualizes these
challenges as cognitive load and the factors that represent positive
contributions to the learner as cognitive power. Therefore, margin is the
cognitive capacity remaining after load is subtracted from power. This study
explores the perceived sources of power among medical students at our
institution.
METHODS
Focus groups were held with second-year osteopathic medical students.
Transcripts were anonymized and analyzed using two cycles of qualitative
coding followed by thematic analysis to identify the sources of power that
students rely on while navigating the demands of training. Participants were
asked to discuss domains including health, self-confidence, family
relationships, religion/spirituality, interpersonal relationships, and
additional influential factors.
RESULTS
We identified the following themes: (1) Family Support, including emotional
and logistical support; (2) Peer and Social Support, including collaboration
with classmates, friends outside of medicine, and faculty affirmation; (3)
Intrinsic Drive and Mindset, including professional purpose and structured
routines; and (4) Coping Mechanisms and Self-Care, including physical
activity, hobbies, spirituality, and therapy. Students consistently reported
that access to these power sources mitigated stress and strengthened
resilience, contributing significantly to their academic success.
CONCLUSION
The identified themes diverge slightly from prior margin studies, offering
a nuanced understanding of how medical students maintain cognitive power.
This study synthesizes the sources of power and deepens our understanding of
how medical students maintain resilience and deepen their commitment.
Promoting sources of power has the potential to reduce burnout, enhance
well-being, and improve academic success. Programs and interventions designed
to strengthen access to these resources can expand student margin and, in
turn, optimize the medical education experience, helping students thrive in
the demanding academic environment of medical school.
The demands of medical education place students under immense academic,
social, and emotional pressure, contributing to challenges in performance,
wellbeing, and motivation. McClusky's theory of margin conceptualizes these
challenges as cognitive load and the factors that represent positive
contributions to the learner as cognitive power. Therefore, margin is the
cognitive capacity remaining after load is subtracted from power. This study
explores the perceived sources of power among medical students at our
institution.
METHODS
Focus groups were held with second-year osteopathic medical students.
Transcripts were anonymized and analyzed using two cycles of qualitative
coding followed by thematic analysis to identify the sources of power that
students rely on while navigating the demands of training. Participants were
asked to discuss domains including health, self-confidence, family
relationships, religion/spirituality, interpersonal relationships, and
additional influential factors.
RESULTS
We identified the following themes: (1) Family Support, including emotional
and logistical support; (2) Peer and Social Support, including collaboration
with classmates, friends outside of medicine, and faculty affirmation; (3)
Intrinsic Drive and Mindset, including professional purpose and structured
routines; and (4) Coping Mechanisms and Self-Care, including physical
activity, hobbies, spirituality, and therapy. Students consistently reported
that access to these power sources mitigated stress and strengthened
resilience, contributing significantly to their academic success.
CONCLUSION
The identified themes diverge slightly from prior margin studies, offering
a nuanced understanding of how medical students maintain cognitive power.
This study synthesizes the sources of power and deepens our understanding of
how medical students maintain resilience and deepen their commitment.
Promoting sources of power has the potential to reduce burnout, enhance
well-being, and improve academic success. Programs and interventions designed
to strengthen access to these resources can expand student margin and, in
turn, optimize the medical education experience, helping students thrive in
the demanding academic environment of medical school.
Presentation Tag(s)
Student Presentation