A tale of two curricula: Learning and matching in the final year of medical school
DOI:
https://doi.org/10.36834/cmej.69239Abstract
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.
Downloads
Published
How to Cite
Issue
Section
License
Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.
Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.