Student Perceptions of Competition in Medical Education: Comparing Individual and Collaborative Approaches

Abstract

Background: Medical 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. Methods: In 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. Results: Eighty-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. Conclusion: These findings reinforce the perceived competitive nature of medical education and highlight the importance of considering student perceptions in shaping teaching practices.