Number
614
Name
From Aspiration to Admission: Understanding Pre-Medical Student Perceptions and Decision Making in Pursuing a Medical Career
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Luxshikka Canthiya, Western University - Schulich School of Medicine and Dentistry
Michael Wang, Princess Margaret Cancer Centre, Canada
Amirashkan Bouriayee, University of Ottawa Faculty of Medicine
Rida Qamar, Department of Psychiatry and Behavioural Neurosciences, McMaster University
Anita Acai, Department of Psychiatry and Behavioural Neurosciences, McMaster University, McMaster Education Research, Innovation and Theory (MERIT) Centre
Beatrice Preti, Department of Oncology, Western University, London, ON, Canada, Department of Haematology & Medical Oncology, Emory University, Atlanta, GA, USA, School of Health Professions Education, Maastricht University, Maastricht, Netherlands
Presentation Topic(s)
Student Support
Description
BACKGROUND: The medical school application process is demanding, with
several factors contributing to burnout. Existing literature highlights
pre-medical students’ perceptions about what is required for admission and
success. These perceptions can drive extreme behaviors; however,
programme-side evidence shows such steps may not always be necessary or
desired. PURPOSE: This discrepancy underscores the need to explore the
origins of these perceptions, to improve guidance, reduce burnout, and
promote a balanced pre-medical experience. METHODS: 12 pre-medical students
were recruited through online forum posts and snowball sampling.
Semi-structured interviews explored their perceptions and decision-making.
Reflective thematic analysis was conducted, with regular team debriefings
throughout. RESULTS: Four themes emerged: a) students sought formal and
informal influences (medical role models, media depictions) to construct
understandings of the application process, both informing/perpetuating
accurate and inaccurate expectations; b) they engaged in early, performative
strategizing, to navigate the perceived competitive system, often at the
expense of intrinsic exploration and well-being; c) this iterative process
involved trial, adaptation and reflection, with pressures to conform to
perceived norms of the ideal medical student “archetype”; and d) students
experienced a tension between authenticity vs “what the system wants,” often
perpetuating unhealthy attitudes towards identity formation and self-concept.
CONCLUSIONS: Findings aligned with a contemplation-led constructivist model,
where limited transparency and confirmation bias, formed an “echo-chamber.”
This authenticity-desirability tension reflects impression management and the
hidden curriculum. Our findings suggest a need for more transparent, outreach
opportunities between the medical community and pre-medical students, to
avoid the echo chamber and reduce inauthenticity and burnout.
several factors contributing to burnout. Existing literature highlights
pre-medical students’ perceptions about what is required for admission and
success. These perceptions can drive extreme behaviors; however,
programme-side evidence shows such steps may not always be necessary or
desired. PURPOSE: This discrepancy underscores the need to explore the
origins of these perceptions, to improve guidance, reduce burnout, and
promote a balanced pre-medical experience. METHODS: 12 pre-medical students
were recruited through online forum posts and snowball sampling.
Semi-structured interviews explored their perceptions and decision-making.
Reflective thematic analysis was conducted, with regular team debriefings
throughout. RESULTS: Four themes emerged: a) students sought formal and
informal influences (medical role models, media depictions) to construct
understandings of the application process, both informing/perpetuating
accurate and inaccurate expectations; b) they engaged in early, performative
strategizing, to navigate the perceived competitive system, often at the
expense of intrinsic exploration and well-being; c) this iterative process
involved trial, adaptation and reflection, with pressures to conform to
perceived norms of the ideal medical student “archetype”; and d) students
experienced a tension between authenticity vs “what the system wants,” often
perpetuating unhealthy attitudes towards identity formation and self-concept.
CONCLUSIONS: Findings aligned with a contemplation-led constructivist model,
where limited transparency and confirmation bias, formed an “echo-chamber.”
This authenticity-desirability tension reflects impression management and the
hidden curriculum. Our findings suggest a need for more transparent, outreach
opportunities between the medical community and pre-medical students, to
avoid the echo chamber and reduce inauthenticity and burnout.
Presentation Tag(s)
Student Presentation