Should medical entrepreneurship be included in the undergraduate curriculum? A literature review

Abstract

Aims: To assess whether medical entrepreneurship should be included within the undergraduate medical curriculum. Background: Medical graduates are clearly proficient as both educators and scholars. UK based education programmes promote traits including critical thinking, problem solving and lifelong learning, however, it is difficult to overlook the lack of entrepreneurial spirit. Entrepreneurship has been explored within academic surgery, but is lacking in undergraduate settings. At a time when NHS resources are dwindling and the capacity of healthcare professionals (HCP) to provide efficient patient care is limited, is it appropriate to foster innovative traits and entrepreneurial spirit within medical students? Methods: Bibliographical databases (MEDLINE, EMBASE, NICE Evidence and Cochrane) were screened, which identified three primary studies that met the inclusion criteria. Findings: The studies explored medical entrepreneurship in the healthcare environment and the implementation in the undergraduate curriculum. The findings were largely positive, stating benefits of innovation in medical research and the potential for health start-ups to tackle key health issues. However, potential risks such as detraction from clinical practise and profit-making motives were also highlighted. Delivering medical entrepreneurship in the undergraduate curriculum was explored but there was no objective assessment. Conclusion: There is a clear scope for medical entrepreneurship both in the healthcare environment and the undergraduate curriculum. However, more objective research is required assessing the implementation of medical entrepreneurship, before definitive conclusions can be made.