A tale of two curricula: Learning and matching in the final year of medical school

In this article, I highlight two curricula that I believe are most prominent during the final year of the Canadian medical school experience—that of learning and that of matching to residency. While these two curricula are not mutually exclusive, they can be perceived as contradictory by learners, s...

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Autor principal:	Lorenzo Madrazo
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/bcce64e9843a4ec6bee794d7f4346b3b
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spelling	oai:doaj.org-article:bcce64e9843a4ec6bee794d7f4346b3b2021-12-01T22:41:21ZA tale of two curricula: Learning and matching in the final year of medical school10.36834/cmej.692391923-1202https://doaj.org/article/bcce64e9843a4ec6bee794d7f4346b3b2020-04-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/69239https://doaj.org/toc/1923-1202In this article, I highlight two curricula that I believe are most prominent during the final year of the Canadian medical school experience—that of learning and that of matching to residency. While these two curricula are not mutually exclusive, they can be perceived as contradictory by learners, shifting their focus away from learning towards performing well in an effort to optimize their chance of matching to their program of choice. Moreover, the increasing rates of unmatched students in recent years have likely contributed to this shift while increasing stress and anxiety associated with this final year. In addition to curricular reform, I argue that there needs to be curricular consistency among all stakeholders including undergraduate programs, postgraduate programs, and other third-party organizations. Lorenzo MadrazoCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Lorenzo Madrazo A tale of two curricula: Learning and matching in the final year of medical school
description	In this article, I highlight two curricula that I believe are most prominent during the final year of the Canadian medical school experience—that of learning and that of matching to residency. While these two curricula are not mutually exclusive, they can be perceived as contradictory by learners, shifting their focus away from learning towards performing well in an effort to optimize their chance of matching to their program of choice. Moreover, the increasing rates of unmatched students in recent years have likely contributed to this shift while increasing stress and anxiety associated with this final year. In addition to curricular reform, I argue that there needs to be curricular consistency among all stakeholders including undergraduate programs, postgraduate programs, and other third-party organizations.
format	article
author	Lorenzo Madrazo
author_facet	Lorenzo Madrazo
author_sort	Lorenzo Madrazo
title	A tale of two curricula: Learning and matching in the final year of medical school
title_short	A tale of two curricula: Learning and matching in the final year of medical school
title_full	A tale of two curricula: Learning and matching in the final year of medical school
title_fullStr	A tale of two curricula: Learning and matching in the final year of medical school
title_full_unstemmed	A tale of two curricula: Learning and matching in the final year of medical school
title_sort	tale of two curricula: learning and matching in the final year of medical school
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/bcce64e9843a4ec6bee794d7f4346b3b
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A tale of two curricula: Learning and matching in the final year of medical school

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