Pimping in the Medical Field

By Didi Abdelsalam, Improve Life PLLC Intern

Pimping in medical education is a type of teaching in which a teacher poses questions to students in real time, in a rapid series that may become progressively harder. It is usually supported as a method of promoting critical thinking and maintaining the attention of the learners, particularly in an expedited clinical setting. Such a technique resembles active learning, in which students are engaged in remembering information, practicing the knowledge, and improvising on the spot. The concept of pimping may take different forms in the way it is received by different individuals, with the options of a useful instructional technique to one that is perceived as an intimidating or even demoralizing experience. Among the primary issues of pimping, the setting under which it usually occurs deserves attention, as these questions are usually posed in the presence of their peers, residents, or even patients, students might feel pressure to do their job. In case a student is not able to respond correctly, it is embarrassing and adds anxiety to a person, making learners more concentrated on the avoidance of mistakes than on the transmission of the material. As opposed to arousing curiosity, it can make students silent, unwilling to engage, or memorize things shallowly because they do not want to be caught on the wrong foot. It should be noted that questioning is not necessarily detrimental. Actually, this is also one of the best methods to reinforce memory and enhance comprehension by being counter-tested to remember certain information without prompts. When it comes to clinical practice, fast thinking is needed, and therefore, a little amount of pressure is helpful in practice. Respectfully, questioning can assist students in relating concepts, recognizing areas of knowledge gaps, and gaining confidence in their ability to reason. It also enables more interactivity when studying as opposed to passive lectures. The contrast lies in the tone, purpose, and approach to teaching. Teachers who can direct learners through questions, offer hints, and engage in supportive conversation make the process most productive. Even if the response is wrong, it may still be an important learning experience; however, when the questions are presented in a way that makes it seem like an intelligence or assertive test, the experience turns negative. If students feel criticized rather than supported, they will be less likely to take risks or engage in the learning process. The other problem is that the medical culture has been slightly normalized about pimping. It is an expectation of many trainees and can even be regarded as a rite of passage. As a result, certain teachers are willing to engage in this practice only because they were treated the same way. Nevertheless, the fact that something is traditional does not imply that it is effective and suitable. Medical education is undergoing change, and as a result, there has been an appreciation for psychological safety in learning environments. Students understand that, at their convenience, they can feel free to ask questions, admit that they do not know, and make mistakes without fear of shame. In my personal opinion, medical training should retain some degree of difficulty, but it must be accompanied by respect and support. It is also important to challenge students to think critically, but that does not mean subjecting them to situations that will cause embarrassment and cause them undue stress. It would be more efficient to consider questioning a cooperative process, with the objective of leading the student to the answer rather than testing whether he or she knows it. Such an environment not only enhances learning but also contributes to the development of confidence and career progress. It is neither good nor bad as pimping, but it is all dependent on the way it is utilized. It can be a good tool for active learning and skill development when done in a well-considered manner. Nonetheless, when it evokes fear or strengthens hierarchy, the opposite effect may occur, and learning may not be possible. Going forward, in medical education, the advantages of questioning should be preserved and presented in a manner that encourages rather than discourages students.

Work Cited

Kinnear, B., DeCoursey, B., Caya, T., Baez, J., & Warm, E. J. (2022). Things We Do for No ReasonTM: Toxic quizzing in medical education. Journal of Hospital Medicine, 17(6), 481–484. https://doi.org/10.1002/jhm.12846