In our own image--a multidisciplinary qualitative analysis of medical education.
One aim of reform of undergraduate medical education is to achieve a better balance between an emphasis on scientific knowledge and an enhancement of desirable professional attitudes: for example, reducing the core curriculum in biochemistry in order to increase learning opportunities in ethics. This study was based on qualitative data collected from stakeholders involved in community- and primary care-based medical education. Its aim was to consider whether different participants agreed on the desired outcomes of basic medical training, and the contribution of community and primary care settings. Analysis of the data showed that the professional identity of the future doctor is contested, its goals reflective of the 'world view' of the stakeholder, and seen as being highly dependent on the contexts in which students learn. Themes which emerged suggest that medical education may not achieve its goals unless student experiences become less dominated by the context of secondary care and its predominantly technical practice of medicine, and more attention is paid to the personal development of the students. The discussion considers the implications for further reform, and emphasises the role of multidisciplinary tutoring in remodelling the world view of 'tomorrow's doctors'.
Howe
Amanda
A
Institute of General Practice and Primary Care, University of Sheffield, Sheffield, UK. amanda.howe@uea.ac.uk
Billingham
Kate
K
Walters
Christina
C
D001291:Attitude of Health Personnel; D003153:Community Health Services; D003299:Cooperative Behavior; D003479:Curriculum / Q000592:standards; D004504:Education, Medical, Undergraduate / Q000592:standards* / Q000639:trends; D017144:Focus Groups; D005544:Forecasting; D006801:Humans; D017145:Models, Educational; D020380:Needs Assessment / Q000458:organization & administration*; D009937:Organizational Objectives; D010348:Patient Care Team; D010819:Physician's Role; D011209:Power, Psychological; D011320:Primary Health Care; D011361:Professional Competence / Q000592:standards; D036301:Qualitative Research; D006113:United Kingdom