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Authentic Learning, Authentically Lived: Student Insights from a Medical Education Scholars Program.
Elena Gupta1, Trevor Canty1, Kuan Jiang1
1Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA.
Teaching and Learning in Medicine
|April 22, 2026
Summary
Medical students in the Medical Education Scholars (MES) Program gain valuable skills through hands-on research. The Theory of Authentic Learning framework helped learners reflect on and articulate their experiences in medical education.", Enhanced_Abstract=default_api.SeocontentEnhancedAbstract(Area_of_Science=[
Area of Science:
- Medical Education Research
- Scholarship in Medical Training
- Health Professions Education
Background:
- Medical students require practical experience in research and scholarship to develop essential skills.
- The Medical Education Scholars (MES) Program offers hands-on opportunities for medical students.
- Reflective practice is crucial for understanding and articulating learning experiences.
Purpose of the Study:
- To explore medical students' experiences within the Medical Education Scholars (MES) Program.
- To utilize the Theory of Authentic Learning to interpret learner experiences.
- To contribute a learner-centered perspective to medical education literature.
Main Methods:
- Six learners, including five past MES leaders, participated in a reflective process.
- Guidance was provided by a past MES faculty advisor.
- The Theory of Authentic Learning served as a framework for analysis.
Main Results:
- Learners found the Theory of Authentic Learning a useful tool for understanding their experiences.
- The reflective process highlighted the development of skills like project design and communication.
- Learner perspectives offer unique insights into medical education scholarship.
Conclusions:
- Hands-on medical education research programs like MES foster critical skill development.
- Authentic learning principles can effectively frame and analyze student experiences in medical education.
- Learner narratives enrich the body of knowledge in medical education research.
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