Students limited as change agents |
Multiple competing priorities | "[A limitation was] our own time because we obviously have to study medicine … whilst undertaking curricular change." (School 4) |
Difficult to change a curriculum that student has not yet participated in | "Being in first year … I don't have an understanding of what school is like for third and fourth years, so personally trying to do advocacy projects for curricular change and stuff like that is difficult for me to push in third and fourth year." (School 17) |
Hierarchy in medical education (medical students at bottom) | "We are medical students, and we don't have the influence required for curricular change." (School 5) |
Curricular change is complex |
Competing curricular demands | "There are a lot of different interest groups trying to get a say in the curriculum, so it is hard at this particular moment to kind of put our voices forward … we really need to vouch for why resource stewardship might be more important than [other special interest topics]" (School 5) |
Undergraduate medical education curriculum renewal/reform | "I think people are a bit annoyed when you ask for yet another change, and [our medical school] is already dealing with the accreditation issue. So there are certain things that are higher priorities for them." (School 14) |
Structural barriers |
Policies and procedures | "The Choosing Wisely campaign and the STARS conference was after the deadline to apply to the interest group people at [our school's] medical student society. … I plan on applying for actual status in the next application for interest groups." (School 14) |
Logistics and local resources | "If you don't book your rooms for the whole year in September or October … we weren't really able to host any events ... in terms of speakers and stuff because we couldn't get a room at the school." (School 17) |