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Changing perceptions – a practical day for school students
Author(s) -
Bradshaw Emma,
Bradshaw Colin
Publication year - 2010
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/j.1743-498x.2010.00370.x
Subject(s) - context (archaeology) , medical education , perception , medical school , class (philosophy) , work (physics) , scope (computer science) , psychology , refugee , perspective (graphical) , pedagogy , medicine , engineering , political science , computer science , paleontology , mechanical engineering , neuroscience , artificial intelligence , biology , programming language , law
Summary Background: There has been much emphasis in recent years on attracting students from lower socio‐economic backgrounds to medical school, but they are still vastly under‐represented. Context: We have developed a ‘Refugee Day’, a simulated learning environment in an East Yorkshire school, which over the last 4 years has involved over 1200 15‐year‐old students. School teachers, engineers, army personnel and medical staff work with school students to complete a range of activities, all aiming to simulate life in a refugee camp. A medical workshop aims to give school students some basic knowledge of the common medical conditions encountered in such a setting. Innovation: To our knowledge this simulation is unique. It gives school students the opportunity to engage with professionals and discuss possible career plans. School students interact with doctors in an informal and non‐threatening setting, allowing them to explore medicine as a career. Research has shown that school students from working‐class backgrounds have difficulty identifying with medicine. The day challenges many of their perceptions of the medical profession, and may encourage students to consider a career in medicine. Implication: From our perspective learning in a simulated environment effectively engages school students with professionals in an informal environment, facilitating the discussion of moral and career issues. We feel that there is scope for such ideas to be used more widely. Medical schools could offer their expertise to local schools and sixth‐form colleges. Alternative scenarios might include a road traffic accident or the aftermath of an earthquake.