Current literature examining how students experience emotion in the clinical settings of the third year of medical school is lacking. To address the gap in scholarly literature, my study examined how medical students experience, respond to, and uncover meaning related to their emotions in the clinical settings of medical school. My investigation utilized a phenomenological methodology to identify thematic manifestations of my phenomenon of interest. I interviewed 12 medical students through purposeful sampling. My findings revealed three themes relating to emotions as a pop-up storm, emotions a state of becoming, and emotions as situated for students in third-year clinical settings of medical school. A conceptual framework based on my research findings is also examined. The thematic manifestations of the phenomenon of emotions in the clinical years of medical school are used to both establish how medical students experience emotion in clinical settings and contribute to existing literature on medical student emotionality in medical school.
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