ArticleBMC medical education2026
Exploring curiosity in undergraduate medical education: a thematic analysis.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAlthough curiosity in medicine is associated with many benefits, the literature is generally sparse or anecdotal. We seek to contribute to the understanding of curiosity by exploring its perception in the context of undergraduate medical education.
methodsGiven its subjective and abstract concept, we utilised a qualitative approach in this research. Focus groups and one-to-one semi structured interviews with medical students, clinical teachers and senior curriculum leaders were undertaken. Data collected was thematically analysed using Braun and Clarke model.
resultsAll participants felt curiosity was important for learning and patient care. Curiosity was perceived to be a dynamic process - from the initial stage of knowledge acquisition to holistic practice. Teachers were identified as agents to nurture curiosity. Positive role modelling, enthusiasm in teaching and effective teaching styles were some ways to achieve this. Exams were deemed to hinder the development of curiosity. Participants felt curiosity could be nurtured through an ad-hoc basis during students' day-to-day placement and structured learning activities.
conclusionsWe recommend that medical schools review their existing curriculum to identify more opportunities for curiosity development and eliminate potential barriers. Regular workshops for teachers could raise awareness on nurturing curiosity and to develop effective teaching skills.
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