ArticleThe clinical teacher2026
Student Perceptions of Competition in Medical Education: Comparing Individual and Collaborative Approaches.
Article in The clinical teacher, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Rethinking Collaborative Competition in Medical Education.The clinical teacher · 2026Article
Corrections and comments
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Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMedical education is often perceived as a highly competitive environment, with competition influencing both student motivation and graduate outcomes. Previous research has reported mixed findings on the impact of competitive teaching methods, particularly on academic performance and broader graduate outcomes, such as student well-being and teamwork. A greater understanding of how students perceive competition, including the role of collaborative competition, is needed to inform teaching practices that support both learning and professional development. This study aimed to explore how medical students perceive competition in the learning environment, focusing on the contrast between individual and collaborative competition and their perceived effects on professional development.
methodsIn 2020, a questionnaire incorporating both closed-ended and open-ended questions was distributed to all 1384 registered medical students at the University of Sheffield. Quantitative data were collected via Likert scales and analysed statistically, while qualitative free-text responses underwent thematic analysis. A convergent parallel design was used to integrate quantitative and qualitative findings, allowing a comprehensive understanding of student perspectives.
resultsEighty-five students responded, with 38 providing free-text comments. Students reported similar levels of competitiveness across sex and year of study, and perceived themselves as less competitive than their peers. Collaborative competition was preferred over individual competition and was perceived to support key graduate outcomes by maintaining the benefits of individual competition while mitigating its negative aspects.
conclusionThese findings reinforce the perceived competitive nature of medical education and highlight the importance of considering student perceptions in shaping teaching practices.
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Registered trials
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