What bores you?

Contents

Toggle

The final year of medical school is arguably the busiest and most important time in a medical student’s life. Every passing minute becomes more valuable. There’s so much to cover, yet so little time! We’re essentially required to stay in the wards, with the expectation that more time spent there equals more learning.

There is no structured program to expose us to key experiences in the ward. We’re expected to determine for ourselves what we need to do. It seems the expectation is that we’ll instinctively think to examine every corner of the ward. We should explore emergency trolleys. We also need to memorize every single drug name and dose on our own.

But is that a reasonable expectation? We are temporary members of these wards, unfamiliar with the layout and systems in place. It’s not instinctive to rummage through drawers and cupboards. We don’t feel as if we belong there, especially when we’ve only been in the ward for a few weeks.

They say, “We’re giving you exposure,” but the only exposure I’m consistently getting is to all the respiratory viruses. And also exposure to enteroviruses in the pediatric ward! It feels like I’m getting sick every other week.

Unrealistic Expectations and Lack of Structure

We’re often told, “You can read once you go back to the hostels. While you’re here, you should be in the ward. You should do work.” But what work? I finished taking a history two hours ago, and now I’m just waiting around with nothing to do. Am I supposed to bother another patient? There are more medical students than patients in this ward! If we all kept examining patients non-stop, they wouldn’t get a moment of peace during working hours.

And the suggestion to study back in the hostels? It feels disconnected from reality. Who’s going to make dinner, do the laundry, or help me maintain a balanced lifestyle? It’s unrealistic to expect students to spend all day in the wards and all night studying. We are constantly told about the importance of maintaining a healthy lifestyle, yet the demands placed on us often make this impossible.

Lack of Direct, Positive Incentives for In-Ward Learning

One of the major issues with the current system is the lack of direct, positive incentives for learning in the ward. The expectation is that merely being present will lead to passive absorption of knowledge. However, without structured, engaging activities, it’s easy to feel lost, demotivated, and even resentful.

There are few, if any, activities designed to actively encourage learning. No interactive discussions, no guided walkthroughs of complex cases, and no rewards or recognition for proactive engagement. Instead, the environment is often one of silent observation and passive participation.

A more effective approach would involve incorporating incentive-driven learning activities, such as:

Clinical Learning Portfolios:

Students could maintain a portfolio documenting interesting cases they encounter, procedures they observe or assist in, and new knowledge they acquire. This encourages active learning, reflection, and critical thinking. At the end of the rotation, these portfolios could be reviewed by consultants, with constructive feedback given. Outstanding portfolios could be recognized or rewarded, fostering healthy competition and motivating students to seek out knowledge actively.

Peer Teaching and Group Learning Competitions:

Students could be encouraged to teach their peers about cases they’ve encountered or medical topics they’ve researched. This reinforces their own knowledge while helping others learn. Organizing small group competitions or quizzes within the clinical group can also drive up engagement and healthy competition.

Skill Competitions:

Friendly competitions on clinical skills (e.g., interpreting ECGs, performing basic procedures) with small rewards or certificates of recognition. This encourages students to practice and perfect their skills in a supportive, yet competitive environment.

Objective-Driven Ward Activities:

Instead of vague expectations to “learn by being present,” students should be given specific objectives for each rotation. These could include mastering certain clinical skills, understanding the management of common conditions, or even familiarizing themselves with emergency equipment. Clear objectives make ward time purposeful and efficient.

Inter-Group Case Presentations and Debates:

Organizing inter-group case presentations or clinical debates can foster a competitive yet educational atmosphere. Students will be motivated to research thoroughly, defend their clinical reasoning, and learn to think on their feet. This can significantly enhance diagnostic and communication skills.

By introducing positive incentives and structured activities, students would feel more motivated. They would be more engaged rather than feeling like they are just “passing time” in the ward. It would also foster a more positive learning environment, enhancing both knowledge retention and practical skills development.

A Toxic Tradition: Suffering for the Sake of Learning

One of the biggest issues is the mentality that learning under unnecessary stress is the only way to truly learn. Many educators seem to believe that because they went through hardships, we must too. There is a notion that because they experienced long hours, pressure, and exhaustion, the next generation must endure the same.

But would they wish that for their own children? Many of them send their kids to prestigious medical schools abroad. These schools prioritize structured schedules, supportive learning environments, and a balanced lifestyle. Meanwhile, we’re expected to learn by merely being present in the ward, without guidance or structure.

Sure, we might pick up a thing or two through this “sink or swim” approach. We could learn how to function under immense pressure and uncertainty. But is that really the most effective use of our time and effort?

The Need for Structure and Clear Objectives

If we were given clear objectives, we would be more productive. Allocating a reasonable amount of time to achieve those objectives in a structured manner would increase our satisfaction. Instead, we’re forced to spend hours in the ward, hoping to magically absorb information by mere exposure. Isn’t it the responsibility of educational institutions to provide a structured and effective learning environment?

There’s a common sentiment among students that the focus is more on evaluating us than actually teaching us. In some cases, students have been left feeling unsupported, with the impression that teaching is not prioritized.

Lack of Basic Amenities and Respect

There isn’t even a proper place to sit in the ward. We get asked to move from every corner we try to settle in:
“Oh, you’re not supposed to sit there.”

Where exactly are we supposed to sit? Are we expected to stand all day? How are we supposed to read, take notes, and learn in such an environment?

Conclusion: A Call for Change

The current system has its flaws. There’s no clear structure, no proper guidance, and no consideration for our time or basic needs. We’re expected to learn through passive exposure, wandering the wards with no clear direction or objectives.

This tradition of suffering for the sake of learning needs to end. Medical education should be student-centered, with structured schedules, clear objectives, and a supportive learning environment. We need guidance, not just evaluation.

Only then can we truly grow into competent and compassionate doctors.

---

Disclaimer

The views and opinions expressed in this article are solely my own. They do not reflect the official policies, views, or positions of any institution, faculty, or organization I am affiliated with. This article is intended for informational and educational purposes only and is based on my personal experiences and observations.

I am not responsible for any actions taken or conclusions drawn by readers based on the content of this article. Any resemblance to actual events, people, or institutions is purely coincidental.

This article is not intended to defame, discredit, or harm the reputation of any individual or organization. It is meant to encourage open dialogue and constructive criticism for the betterment of medical education.

By reading this article, you acknowledge and agree that I am not liable for any consequences, claims, or damages. These may result from the interpretation or application of the information presented herein.

If you have any concerns or objections regarding the content of this article, please feel free to reach out to me directly.