Abstract
This article was migrated. The article was marked as recommended. Experiences in medical education have changed significantly in the last two decades. This evolution is apparent in the teaching/ learning environment, types of education resources and learners. In this article two students provide a reflective account of their individual journeys in medical education spanning across 20 years. While some things remain unchanged, significant differences emerge that stress upon the educators and institutions to stay mindful of these transitions in order to develop learning environments that nurture the growth of future physicians. Experiences in medical education have changed significantly in the last two decades. This evolution is apparent in the teaching/ learning environment, types of education resources and learners. In this article two students provide a reflective account of their individual journeys in medical education spanning across 20 years. While some things remain unchanged, significant differences emerge that stress upon the educators and institutions to stay mindful of these transitions in order to develop learning environments that nurture the growth of future physicians.
Highlights
Higher education, in general, has shifted to a consumer model
The medical school experience has undoubtedly changed over the decades with the changing health system and hospital environment
The overall goal of medical students is still to succeed professionally, but the pathway to success is influenced by changing post-graduate training opportunities (USMLE, 2019) and evolving international standards for medical education (WFME, 2019)
Summary
In general, has shifted to a consumer model. A similar trend has been seen in medical education, attributed to increasing tuition fee and a sense of entitlement among students (Eley and Stallman, 2014). The excitement of discovery and the inevitability of end-of-life were lessons I learnt in that cold hall that formed the basis of my life as a physician-to-be Lab sessions offered another opportunity for hands on learning, at times these seemed like frenzied experiments that had to be done right. We were fortunate to train in the days of the giants of medicine, the expert diagnosticians who with meticulous care teased apart symptoms and often reached accurate conclusions with very little help from tests and technology Those were the golden years of medical education and hands on learning where the stress of patient volumes and revenue generation were not predominant determinants of care provision.
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