Journal of Medical Education and Curricular Development

Introduction: Support for the development of enterprise skills in medical education exists from the perspectives of educators, researchers, and healthcare leaders. However, literature is limited evaluating the understanding of medical students about these skills. This study aimed to determine whether medical students valued gaining enterprise skills within the course and those skills that they identified and recognized contributed to enterprise practice in subsequent training.

Methodology: Quantitative and qualitative evaluations were undertaken for over three years. Students completed end-of-course evaluations (n = 895) in 2011 and 2012, responding to closed questions utilizing a Likert scale. Subsequent qualitative reflections were collected by interviews one year later with nine students and eight supervisors.

Results: Immediately after course completion, students gave positive feedback, identifying the development of independent learning, creativity, and reflection, as these enterprise skills were most valued. However, in subsequent reflection one year later, they were unable to transfer the acquired knowledge and identify the examples of enterprise around them in their later experiences and had mixed beliefs about its value in medicine.

Conclusion: Enterprise skills need to be revisited explicitly throughout the medical curriculum, with authentic real-life examples, to sustain students’ understanding about the role of enterprise in medicine.