BMJ  2004;329 (2 October), doi:10.1136/bmj.329.7469.0-g

Editor's choice

The four pillars of global academic medicine

The first 150 words of the full text of this article appear below.

Have you ever slept during a lecture? A quarter of university students have, although the figure might be higher for medical students—who learn a great deal from role models, such as professors snoozing in grand rounds. Academia must be in crisis when, according to a survey in the Independent newspaper, more students have sent a text message during a lecture (63%) than asked a question (49%).

If you manage to stay awake more than you sleep you may be aware that medical education has a hidden curriculum, which, say Heidi Lempp and Clive Seale (p 770), achieves the "enculturation"—a new word to me—of students as they mutate into doctors. A hidden curriculum is essentially a set of influences, often unarticulated or unexplored, falling outside formal teaching. In medical education this amounts to six learning processes: loss of idealism, adoption of a "ritualised" professional identity, emotional neutralisation, change of . . . [Full text of this article]

Kamran Abbasi, acting editor

(kabbasi@bmj.com)


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