| Medical students are not "turned on to science," and faculty feel students are not learning enough science. No qualitative research studies have been done looking specifically at medical student learning of basic science, or at how basic science teachers help medical students learn. Becker et al. in 1961 did a sociological study documenting the student perception of overload and the change of educational goals--from learning everything possible to be competent physicians to learning what they needed to pass the tests. This work expands on Becker's study.;This is a qualitative ethnographic study of four (Microbiology, Pathophysiology, Pathology, and Pharmacology) basic science teachers, utilizing participant observation, student interviews and teacher interviews as the principal methods of data collection. Field notes and interview transcriptions for each teacher were coded and analyzed individually and then comparatively asking the research question, "How do basic science teachers help medical students learn from the students' perspective?";Medical students in Years I and II of medical school are "overloaded" and "overwhelmed" by the mass of isolated facts they are expected to learn. They learn for tests by memorizing--often not understanding what they learn. Students prefer to come to an understanding about the material in a context (i.e. patient care) appropriate for learning. Teachers were found to help students learn by (1) making the material understandable, (2) helping them come to an understanding about the material, (3) showing them respect, and (4) motivating them to learn. Inclusion of wonder and awe rekindled student interest in medicine and inspired them to learn.;Students' learning basic science without understanding most likely results from curriculum content overload and multiple-choice examinations which test factual recall. Additional unintended consequences are that students (1) feel they have compromised their learning, (2) fear harming patients, (3) consider that their abilities may be inadequate, and (4) are bored and not pursuing learning. Additionally, learning by memorizing without understanding is likely to produce physicians who are (1) disinterested in science and do/can not ask why, and (2) unable to respond to unique clinical presentations by modifying their practice. |
