# Resource stewardship learning needs in undergraduate medical training: a cross-sectional study

## TL;DR

This study explores how well undergraduate medical students in Quebec are being taught about resource stewardship and finds that it is insufficient and inconsistent.

## Contribution

The study identifies specific learning needs and preferences for resource stewardship education among medical students in Quebec.

## Key findings

- Resource stewardship teaching is perceived as insufficient and inconsistent across medical schools.
- Students prefer practical learning approaches over theoretical ones for resource stewardship education.
- Role models are seen as important in fostering critical thinking about resource stewardship.

## Abstract

No clear guidelines for Canadian medical schools regarding the integration of resource stewardship (RS) in the training of tomorrow’s physicians exist. This study aimed to determine the learning needs of undergraduate medical students on RS in Quebec.

An online survey was distributed to all medical students in Quebec from January 12
th to April 27
th, 2021. A cross-sectional study was then performed. In total, 900 medical students (23.2% of all Quebec medical students) were included in this study.

RS teaching was perceived as being insufficient. Despite 69% of students knowing the existence of Choosing Wisely, only 21.7% considered RS teaching to sufficiently develop their critical thinking. While students claimed that RS's current teaching methods are predominantly theoretical, a preference for more practical learning approaches was noted. Approximately 71% of students undergoing clerkship rotations acknowledged the significance of role models in fostering critical thinking skills related to RS. Heterogeneity was noted across medical schools.

This study confirms that according to students’ perspective, RS is important yet insufficiently and heterogeneously taught in Quebec. Establishing guidelines regarding RS teaching in medical schools could provide equal learning opportunities. Furthermore, encouraging role models to be part of this teaching effort may also strengthen student’s critical thinking regarding RS.