Abstract
This project engages with motivating factors that inspire students to enrol in medicine and allied health degrees, with a particular interest in exploring the impact of popular culture on the perception of medical studies and careers, and whether this may motivate and prepare future doctors and allied health professionals. If accepting that a parent can serve as a role model for a future doctor, it seems reasonable to hypothesise that a fictional character may function as a substitute role model for students who may not have doctors or health professionals in their families. Furthermore, this project gauges students’ exposure to popular medical television and their perception of its pedagogical value in medical education.
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Acknowledgements
The authors would like to thank Roslyn Weaver and Ian Wilson for providing the template on which we built our questionnaire. We also wish to thank all the students who completed our study and the staff who facilitated this. Thanks are also due to Penelope J. Robinson, Divya Krishnan, Lenise Prater and Laura-Jane Maher who contributed to this research. This project was supported by the Monash University Faculty of Medicine, Nursing and Health Sciences, Learning and Teaching Research Grant Scheme and the Monash Education Academy, and was conducted for the Medical Education Research and Quality Unit (MERQ).
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Kendal, E., Diug, B. (2017). An Empirical Study of Student Engagement with Professional and Ethical Issues in Medical Television Dramas. In: Kendal, E., Diug, B. (eds) Teaching Medicine and Medical Ethics Using Popular Culture. Palgrave Studies in Science and Popular Culture. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-65451-5_6
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DOI: https://doi.org/10.1007/978-3-319-65451-5_6
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