Reflection on “Things We Do for No ReasonTM: Toxic Quizzing in Medical Education”

By: Vibha Gutta

This article discusses the practice known as “pimping” or toxic quizzing in medical education,

where trainees are asked rapid-fire, difficult questions in a way that often reinforces hierarchy

and creates stress or embarrassment. While some educators believe this method helps

students learn or prepares them for real clinical pressure, the article argues that there is no

strong evidence showing it improves actual learning outcomes.

What stood out to me most is the difference between feeling like you are learning and actually learning. Even though some students may believe that being challenged in this way helps them remember information, research shows that it often only measures stress or reaction rather than real knowledge gain. In contrast, it can lead to negative emotional experiences such as anxiety, humiliation, and discouragement.

I also found it important that the article separates toxic quizzing from healthy questioning.

Asking questions can absolutely help learning when it is done in a supportive environment.

However, when questioning is used to embarrass students or reinforce hierarchy, it becomes

harmful rather than educational. This distinction shows that the issue is not questioning itself,

but the way it is used.

After reading this article, I believe that effective medical education should focus on creating

psychological safety for learners. Students should feel comfortable saying “I don’t know” and

using mistakes as opportunities to grow. Learning should challenge students intellectually

without making them feel disrespected or afraid. In my opinion, the best teaching methods are those that build confidence while still encouraging critical thinking.

Overall, I agree with the article’s argument that toxic quizzing is not a helpful educational

practice. While medicine is a demanding field and requires strong knowledge, that knowledge is best developed through supportive teaching rather than fear-based questioning.