Students’ perceptions of teaching innovations in medical school: Are things changing?

It is concluded that, without changing the institutional structure of the medical school, curricular reforms are not likely to change students’ perception of their socialization into medicine.

Abstract

This research traces medical students’ perceptions of the first year of medical training in an experimental, problem‐based curriculum. The purpose of the study was to ascertain whether their learning experiences differ from what has been reported about perceptions in traditional training programs. A content analysis of structured student diaries revealed that their experiences follow closely the three‐phase model described by Becker, Geer, Strauss and Hughes (1961). The students shift from their initial perspective of “wanting to learn it all,” to a provisional perspective of “can't learn it all,” to a final perspective of “learn what the faculty wants.” We conclude that, without changing the institutional structure of the medical school, curricular reforms are not likely to change students’ perception of their socialization into medicine.