Where does medical education stand in nurturing the 3Rs in medical students: Responsibility, resilience and resolve?. (October 2014)

• Record Type: Journal Article
• Authors: Eley, Diann S.; Stallman, Helen
• Is Part Of: Medical teacher. Volume 36:Number 10(2014)
• Page Start: 835
• Page End: 837
• Publication Date: 2014-10
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.3109/0142159X.2014.917159
• Languages: English
• ISSNs: 0142-159X

Abstract

<abstract> <title>Abstract</title> <p>Over the past decade, the medical education literature has recognized the need to develop a culture that nurtures wellbeing and resilience in students. However, the introduction of or increase in student fees precipitated a shift in higher education policies toward a consumer model of education. Importantly, it has altered the expectations of students and promoted a sense of "entitlement", rather than "striving" for something where success is not guaranteed. This model is consistent with materialism and status, and removed from intrinsic goals that are associated with mental and physical wellbeing. This article challenges medical educators to reconsider the current context of student learning and realign it with the graduate attributes needed to be a competent and responsible medical practitioner by enabling students to develop the 3Rs of resilience, responsibility and resolve. We propose that brave decisions and actions must be made by medical educators to provide students with opportunities to learn independence, self-management, and self-regulation and guarantee their role in helping medical students become resilient and responsible doctors of tomorrow.</p> </abstract>