PubMed · 14315183
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R N VIDULICH, F P STABENE. 1965. SOURCE CERTAINTY AS A VARIABLE IN CONFORMITY BEHAVIOR.. https://doi.org/10.1080/00224545.1965.9919651
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OBJECTIVE: To provide a rationale for integrating experience into early medical education ("early experience"). DESIGN: Small group discussions to obtain stakeholders' views. Grounded theory analysis with respondent, internal, and external validation. SETTING: Problem based, undergraduate medical curriculum that is not vertically integrated. PARTICIPANTS: A purposive sample of 64 students, staff, and curriculum leaders from three university medical schools in the United Kingdom. RESULTS: Without early experience, the curriculum was socially isolating and divorced from clinical practice. The abruptness of students' transition to the clinical environment in year 3 generated positive and negative emotions. The rationale for early experience would be to ease the transition; orientate the curriculum towards the social context of practice; make students more confident to approach patients; motivate them; increase their awareness of themselves and others; strengthen, deepen, and contextualise their theoretical knowledge; teach intellectual skills; strengthen learning of behavioural and social sciences; and teach them about the role of health professionals. CONCLUSION: A rationale for early experience would be to strengthen and deepen cognitively, broaden affectively, contextualise, and integrate medical education. This is partly a process of professional socialisation that should start earlier to avoid an abrupt transition. "Experience" can be defined as "authentic human contact in a social or clinical context that enhances learning of health, illness or disease, and the role of the health professional."
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. DESIGN: Semistructured interviews with individual students. SETTING: One medical school in the United Kingdom. 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. MAIN OUTCOME MEASURES: Medical students' experiences and perceptions of the quality of teaching received during their undergraduate training. RESULTS: Students reported many examples of positive role models and effective, approachable teachers, with valued characteristics perceived according to traditional gendered stereotypes. 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. CONCLUSIONS: 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.
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