Is It Learning or Scutwork? Medical Students Adding Value in the Emergency Department

Area of Science:

• Medical Education
• Emergency Medicine
• Healthcare Systems

Background:

• Teaching medical students in busy emergency departments (EDs) is challenging due to competing demands of patient care and research.
• Medical student education in the ED is often deprioritized, with limited focus on how students utilize their clinical time.
• Students desire to contribute to ED workflow but face systemic barriers and knowledge gaps.

Purpose of the Study:

• To explore learner and educator perspectives on optimizing medical student contributions in the ED.
• To differentiate between value-added activities and "scutwork" for medical students in emergency settings.
• To propose strategies for engaging students in meaningful patient care that also promotes learning.

Main Methods:

• Perspective piece authored by medical students, residents, and faculty.
• Discussion of learner and educator viewpoints on clinical education in the ED.
• Analysis of activities that add value versus those considered "scutwork".

Main Results:

• Medical students can be productive contributors to ED patient care when faculty and students collaborate.
• Clear distinction is needed between educational, value-added tasks and non-educational "scutwork."
• Defining value-added activities and "scutwork" is context-dependent on learner experience and interests.

Conclusions:

• Engaging medical students in learning while they provide meaningful patient care benefits all stakeholders: students, educators, and patients.
• Strategic partnerships can transform medical student roles in the ED from passive observers to active contributors.
• Addressing the challenges of medical student education in the ED requires a focus on mutually beneficial activities.