Becoming a physician: Long-term student group

Abstract

Crucial aspects of medical education involve psychosocial and personal dimensions of the student's learning and development. Many of these dimensions are not included in the formal curriculum but are affected both favorably and unfavorably by the curriculum and specific clinical training settings. Medical student groups during the first 2 years of school have become common but are rare during clinical rotations. The authors report a relatively unique medical student group that continued throughout the last 3 years of medical school by the students' self-determination. experiences in different hospitals and specialty rotations were examined in the context of the students' learning, evolving professional identity, relationships, feedings, and related life experiences. Four major content themes were: (1) reactions to core training experiences, (b) professional identity and career decisions, (c) personal and life crises, and (d) stereotyped attitudes and behavior of physicians toward women and other aspects of medical and hospital culture. The structure and methods of the group are described. The group process, particularly its emotional components, is elaborated upon. Results of a 10-month follow-up evaluation after graduation, utilizing several rating scales and student commentaries, are reported. Comparisons and comments are made about medical student groups and evaluations elsewhere as reported by other authors.