Where does medical education stand in nurturing the 3Rs in medical students: Responsibility, resilience and resolve?

Diann S. Eley*a & Helen Stallmanba The University of QueenslandAustraliab The University of South AustraliaAustraliaCorrespondence: Associate Professor Diann EleySchool of Medicine, The University of Queensland 288 Herston Road, Brisbane, QueenslandAustralia. Tel: +61 0 7 3346 5103; Fax: +61 0 7 3365 5433; E-mail: d.eley@uq.edu.auAbstractOver the past decade, the medical education literature has recognized the need to develop a culture that nurtures wellbeing and resilience in students. However, the introduction of or increase in student fees precipitated a shift in higher education policies toward a consumer model of education. Importantly, it has altered the expectations of students and promoted a sense of “entitlement”, rather than “striving” for something where success is not guaranteed. This model is consistent with materialism and status, and removed from intrinsic goals that are associated with mental and physical wellbeing. This article challenges medical educators to reconsider the current context of student learning and realign it with the graduate attributes needed to be a competent and responsible medical practitioner by enabling students to develop the 3Rs of resilience, responsibility and resolve. We propose that brave decisions and actions must be made by medical educators to provide students with opportunities to learn independence, self-management, and self-regulation and guarantee their role in helping medical students become resilient and responsible doctors of tomorrow.