Abstract
In this article, I highlight two curricula that I believe are most prominent during the final year of the Canadian medical school experience—that of learning and that of matching to residency. While these two curricula are not mutually exclusive, they can be perceived as conflicting by learners who shift their focus away from learning towards performing in an effort to optimize their chance of matching to their program of choice. Moreover, the higher rates of unmatched students in recent years have likely contributed to this shift while at the same time bringing more stress and anxiety into the lives of medical students. I argue that there needs to be curricular consistency among all stakeholders including undergraduate programs, postgraduate programs, and other third-party organizations.
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