Socially accountable medical education

Programme leader:Dr. Rashmi Kusurkar

VUmc School of Medical Sciences finds it important to offer a programme based on the theme of socially accountable medical education to its students. Hence there is a focus on evidence-based education and training. The Team Research in Education was formed in 2012 with a view on generating this evidence through and from research. This team is headed by Rashmi Kusurkar, MD, PhD, and consists of two professors, two assistant professors, one post-doc, six PhD students, one research assistant and one biostatistician. Each professor is a programme leader with his/her own PhD students. There are four domains of research: Faculty development, Pharmacotherapy education, Socially accountable undergraduate medical education and Socially accountable postgraduate medical education.

The theme “Socially accountable undergraduate medical education” encompasses several sub-themes:

  • Student motivation (Effects of selection for medical school, Motivation of ethnic minority students)
  • Interprofessional education
  • Professional behaviour

These themes are summarized in a recent film.

Research questions:

Effects of Selection:
What are the effects of student selection for medical school on the medical student population in terms of their motivation, engagement and academic performance? What are the effects of the movement from weighted lottery to a system of decentralized selection for medical school on the applicant pool?

Motivation of ethnic minority students:
What are the factors in the informal and hidden curricula that influence the motivation of the ethnic minority students negatively? How?  

Interprofessional Education:
How do students from medical and nursing education learn with, from and about each other?

Professional behaviour:
What are the underlying problems for unprofessional behaviour in medical students, and what are possible remediation measures for students that have been graded “unsatisfactory” due to their professional behaviour?

Faculty Development:
How does the professional identity of teachers develop? What are the tools of agency for this process?
How do teachers differ on their concepts of learning and teaching? Can we identify different groups among teachers working in a student-centered versus a traditional curriculum on the basis of their concepts of teaching and learning?