To the Editor: We surveyed current medical students and interns in Western Australia over the 5 weeks from 23 September to 30 October 2005 to determine their awareness of, and views on, the imminent increase in clinical student and intern numbers as a result of federal government plans to increase medical student numbers nationwide, and to seek opinion on proposed strategies to cope with the demand on health education resources.

The study was in the form of a web-based survey. The questionnaire consisted of five sections: demographic information, awareness of changes, predicted impact of these, teaching strategies and a free-text section for comments and concerns. The predicted impact question focused on the medical profession, career prospects, teaching, training positions and programs, average income of medical practitioners and overall effect on the health care system.

There were 561 responses to the questionnaire (of a possible 1083). Respondents comprised 27 interns (of 134; 20.1%) and 534 medical students (503 of 909 [55.3%] from the University of Western Australia and 31 of 40 [77.5%] from Notre Dame University). The medical students comprised 118/212 from 1st year (56%), 108/207 from 2nd year (52%), 103/151 from 3rd year (68%), 84/141 from 4th year (60%), 71/126 from 5th year (56%), and 50/112 from 6th year (45%). There were 323 women (57.6%); and 70 respondents (12.5%) were aged over 24 years and 10 (1.8%) were aged less than 18 years.

Respondents’ perceptions of the impact of increased student numbers are shown in the Box. Of the 561 respondents, 501 (89.3%) believed more clinical teachers in teaching hospitals to be important in ensuring the increased number of medical students are taught effectively. Further, 246 (43.9%), 303 (54%) and 311 (55.8%), respectively, indicated that general practice, rural hospitals, and private hospitals are important additional or alternative strategies. Themes that emerged from the free-text section of the survey were dissatisfaction with problem-based learning, expanded roles for junior doctors as teachers, and concerns about high ratios of students to tutors.

While it has been widely acknowledged that the current methods of teaching need revision and will not cope with the influx in medical student numbers,1-4 planning for expansion of educational roles in non-traditional settings will require input from medical students as they are the “consumers” of these resources. We therefore suggest increased student input to workforce planning be sought at all levels to ensure newer teaching strategies will be effective in educating the impending influx of medical students.