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Evaluation drives curriculum

others and feeling content. From the ‘‘broaden-and-build’’ theory (Fredrickson 2001), we know that positive feelings, such as joy, love and contentment, are important for the development of personal resources and relationship-building skills, and therefore should be fostered. Second, our study revealed an important gender difference. Female students more often talked about their experiences than men did. Although most medical students are female (68%), we do have a substantial number of male students as well. Our findings pose the question if the needs of our male students are adequately met in an ongoing feminization of the curriculum and the medical workplace. In conclusion, this study reveals many positive responses to emotional clinical experiences. Important implications for medical education are that (a) we should help students recognize and use these positive experiences, (b) the nursing home seems to be particularly suited as a learning environment for medical students, fostering contentment and team spirit, and (c) educators should be aware of gender differences.