Often students were profoundly demotivated by their perception that many clinical teachers had a low level of commitment to teaching, and this led to a repetitive cycle of non-attendance by students and teachers alike. Despite this, most students gave a series of excuses to explain teachers' absence from educational sessions. Final year students (6/7) were especially critical of what they perceived as a lack of commitment and poor teaching skills in some teachers. Twenty students indicated that unscheduled changes to teaching sessions were time wasting and very common. Most students (25/36) described the haphazard nature of teaching, particularly by clinical staff, who often disregarded the overt timetable. Only two of the 46 named role models were non-white, although 14 of the 36 students were themselves non-white.Įnthusiastic about her discipline, involved students actively in the work, excellent knowledge and practical skills, nice to patients, staff, and students. The female medical role models (19/46) were said to convey more “human” attributes: tolerance, integrity, respectfulness, and support towards students. Most of the role models mentioned were male doctors (27/46), who were seen particularly valued in relation to their knowledge, professional power, and authority. good lecturers-approachable and you can chat to them about anything else. One of them was one of my tutors as well so I got to know them personally, and he's a really nice bloke. There have been a couple of lecturers that I have thought were very good. These teachers' commitment to teaching and to communicating with students, patients, and colleagues were highly rated. They also described a hierarchical and competitive atmosphere in the medical school, in which haphazard instruction and teaching by humiliation occur, especially during the clinical training years.Ĭonclusions Following on from the recent reforms of the manifest curriculum, the hidden curriculum now needs attention to produce the necessary fundamental changes in the culture of undergraduate medical education.Īmong the 36 students, 26 identified 46 specific staff members as positive role models who had an encouraging and motivating impact on them. Results Students reported many examples of positive role models and effective, approachable teachers, with valued characteristics perceived according to traditional gendered stereotypes. Main outcome measures Medical students' experiences and perceptions of the quality of teaching received during their undergraduate training. Participants 36 undergraduate medical students, across all stages of their training, selected by random and quota sampling, stratified by sex and ethnicity, with the whole medical school population as a sampling frame. Setting One medical school in the United Kingdom. Objective To study medical students' views about the quality of the teaching they receive during their undergraduate training, especially in terms of the hidden curriculum.ĭesign Semistructured interviews with individual students.
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