Investigating Medical Ideas Transmitted Across Traditional Education: A Pilot Study

Abstract

Introduction Deep-rooted beliefs in medical education may hinder innovation and optimal patient care by perpetuating existing paradigms. This pilot study examined how medical beliefs are distributed among different professional groups within a single academic medical center, reflecting the influence of cultural and educational reproduction. Methods We conducted a small cross-sectional survey from August to December 2024 at a single medical teaching institution. Participants were physicians (n = 21), physician assistant (PA) faculty (n = 4), residents (n = 11), medical students (n = 38), and PA students (n = 41). A ten-question survey assessed beliefs about medical knowledge sources, sleep practices, biomarker utility, medication effectiveness, disease progression, and dietary interventions. Data were analyzed using chi-square tests and one-way ANOVA, with significance set at p < 0.05. Results Of 115 respondents (response rate ~39-46%), significant associations were found between professional role and gender distribution (χ² = 12.6, p = 0.013) and between professional role and primary source of medical knowledge (χ² = 28.8, p = 0.004). Practicing clinicians relied exclusively on standardized content, while students and residents utilized more diverse sources. Although differences in medical beliefs across roles were not statistically significant, patterns indicated reinforcement of existing paradigms and potential constraints on critical thinking. Conclusion The findings suggest that medical education may perpetuate entrenched beliefs through reliance on standardized content, potentially limiting critical thinking and innovation. The emphasis on standardized testing and content mastery may discourage the exploration of alternative perspectives. These results highlight the need for medical education to foster critical thinking and incorporate new evidence to better prepare adaptable healthcare professionals.

Keywords: alternative system of medicine; critical theory; higher education medical training; learning pedagogy and teaching; social-ecological framework.