Hazing in Medical School Part 2

By Samiha Saifudeen, Improve Life PLLC Intern

“Toxic quizzing,” also known as “p*mping,” is a practice in medical school that I think is more harmful than helpful, even if some people still defend it. After reading this article, it seems clear that while the intention behind p*mping might be to push students to learn or think quickly, the way it is often done creates stress, embarrassment, and a negative learning environment.

One of the biggest problems with p*mping is that it focuses too much on memorization of small, specific facts instead of real understanding. In the clinical scenario, the attending asks about rare eponyms instead of helping the student understand the patient’s condition. That doesn’t actually improve clinical reasoning, which is way more important in medicine. Knowing random facts might feel impressive, but it doesn’t mean someone can take good care of patients. Learning should be about understanding why things happen and how to respond, not just recalling information under pressure.

Another issue is the emotional impact. The article explains that students often feel anxious, embarrassed, or even humiliated during toxic quizzing. That kind of environment makes it harder to learn, not easier. When someone is stressed or scared of being judged, they are more focused on not messing up than actually thinking deeply. I think this connects to how people learn in general. Most students do better when they feel supported and safe, not when they feel like they’re being tested in front of others.

Some people argue that p*mping worked for them, but that doesn’t mean it’s the best method. Just because something was common in the past doesn’t make it effective. Also, the idea that stress improves performance is oversimplified. Too much stress clearly has negative effects, especially in learning environments where confidence and curiosity matter.

However, I don’t think asking questions is bad at all. In fact, the article makes a good point that questioning can be really useful when done the right way. Asking open ended questions, encouraging students to think through problems, and allowing them to say “I don’t know” without judgment creates a much better learning experience. This kind of approach builds confidence and actually helps students improve.

Overall, I do think toxic quizzing is a low value practice. It doesn’t have strong evidence supporting it, and there is clear evidence that it can harm learners. Medical education should focus on growth, understanding, and patient care, not making students feel small. A supportive and respectful learning environment is not only better for students, but ultimately leads to better doctors.