Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development

Milles, Lennart Steffen; Hitzblech, Tanja; Drees, Simon; Wurl, Wiebke; Arends, P.; Peters, Harm

doi:10.1080/0142159x.2019.1623385

Cited by 55 publications

(41 citation statements)

References 14 publications

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“…Scientific literature on co-creation of learning in medical education is scarce. Reports from recent innovative initiatives describe successful learner-teacher partnership for curricular improvement in undergraduate medical education (Scott et al 2019), learner involvement in the development of interprofessional education courses (Behrend et al 2019), innovative curricular changes through learner-driven initiatives (Zdravkovic et al 2018), and assignment of module co-director roles to medical learners in curriculum development (Milles et al 2019). While these initiatives are encouraging, they do not provide a good overview of potential challenges or facilitators in the co-creation process.…”

Section: Literature On Co-creation Of Educationmentioning

confidence: 99%

“…Learners should move away from a complaints culture and think about solutions to educational challenges (Carey 2013). Learners could take responsibilities to act as consultants who are mainly in charge of collecting learner feedback and discussing this with the teachers (Cook-Sather 2009;Milles et al 2019;Scott et al 2019;Geraghty et al 2020). By positioning themselves as contact persons to other learners, who are not directly involved in the co-creation, they collect information about issues experienced by others (K€ onings et al 2010b;Geraghty et al 2020), which is an effective as well as personally rewarding role.…”

Section: Stimulate Fulfilment In the Role Of Co-creatormentioning

confidence: 99%

“…Key individuals in the organization supporting new initiatives in co-creation initiatives (Freeman et al 2014). Institutionalizing a structure for frequent and efficient bidirectional feedback and collaboration on revising course content and pedagogy (Meeuwissen et al 2019;Milles et al 2019;Scott et al 2019;Geraghty et al 2020). Different formats for formalizing learner involvement can be considered, like learner representatives or learners as module co-directors (Meeuwissen et al 2019;Milles et al 2019).…”

Section: Provide Supportmentioning

confidence: 99%

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Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

et al. 2020

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This AMEE guide aims to emphasize the value of active learner involvement in the design and development of education, referred to as co-creation, and provides practical tips for medical educators interested in implementing co-created educational initiatives at their own institutions. Starting with definitions of co-creation and related terms, we then describe its benefits and summarize the literature in medical and higher education to provide an appropriate context and a shared mental model for health professions educators across the world. Potential challenges and barriers to implementation of co-creation in practice are described in detail from the perspective of learners, teachers, and institutions. Challenges are linked to relevant principles of Self-Determination Theory, Positioning Theory and theory on Psychological Safety, to provide direction and fundamental reasons for implementation of co-creation. Finally, solutions to listed challenges and practical approaches to education design and implementation using co-creation are described in detail. These tips include strategies for supporting learners and teachers in the process, enhancing the collaboration between them, and ensuring appropriate support at the organizational level.

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Section: Literature On Co-creation Of Educationmentioning

confidence: 99%

Section: Stimulate Fulfilment In the Role Of Co-creatormentioning

confidence: 99%

Section: Provide Supportmentioning

confidence: 99%

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Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

et al. 2020

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“…Майбутній лікар -це спеціаліст, що здатен до інтегративного, критичного та креативного мислення, що в змозі бачити та вирішувати реальні проблеми, здобувати та обробляти величезні потоки інформації, володіти методами самоосвіти, швидко адаптуватись до сучасних реалій та вимог, є бажаним продуктом освітньої діяльності медичних закладів на ринку праці [1,4]. Окрім того, розвинуті особистісні якості (ініціативність, цілеспрямованість, відповідальність, толерантність) та соціальна адаптація (вміння працювати в команді) майбутнього спеціаліста роблять його конкурентним для працедавців у всьому світі [11] Підготовка таких лікарів-спеціалістів диктує необхідність докорінних якісних змін підходів до принципів та методів викладання в медичних вузах, а відповідно, і формування нових навиків, компетенцій та якостей професорсько-викладацького складу [12,13,15]. В умовах сучасної реальності (дистанційне навчання, необмежений доступ до освітнього матеріалу, надшвидкий інформаційний потік) традиційний підхід до вивчення такої важливої науки, як фармакологія, де викладач виступає у ролі транслятора, а студент пасивно отримує інформацію, маловірогідно призведе до реалізації поставленої мети та виховання успішного конкурентного випускника медичного вузу.…”

Section: вступunclassified

Principle “student voices” as a tool of partnership cooperation at the department of pharmacology

Alchuk¹,

Pashinska²,

Denisyuk³

et al. 2020

Rep. of Vinnytsia Nation. Med. Univ.

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Annotation. The article is devoted to the implementation of the principles of “student voices” and teacher`s feedback in the process of improving the teaching and learning pharmacology. There were introduced results of the students questionnaire, which were conducted in 2017, 2018, 2019, according to the questionnaire developed by us, together with teachers of the Department of Medical Psychology. Every year from 300 to 500 respondents were interviewed, and in 2019 another 247 4th year students were included in the survey. According to the results of the survey, 76–85% of respondents (3rd and 4th year students, respectively) did not change their attitude to the chosen specialty. 78% of respondents believe that the quality of education at the university is high. At the same time, about 90% of respondents are satisfied with the quality of lecture material, and about 88% of respondents are satisfied with the quality of practical classes. According to the assessment of studying at the department on a scale from “not at all interesting” to “very interesting”, 84.9% of respondents chose the answer “very interesting”. Assessment of the teacher's attitude to the student as a person showed a good attitude in 96% and unsatisfactory – in 3.9% of respondents. Students noted that to improve their knowledge and deeper understanding of the subject, they need to increase the number of practical classes (32% – 3rd year and 48% – 4th year). So, the data obtained made it possible to analyze the effectiveness of existing methods of teaching pharmacology, student satisfaction with the educational process, the final results and the quality of competencies. Also, to determine the role and function of the teacher in modern reality, to choose the vector of potential changes in the competencies of the teaching staff of the Department of Pharmacology.

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“…Engagement of students in medical education especially student participation in curriculum development is getting more attention in recent years [ 8 – 10 ]. Students as co-creators in the medical curriculum provide input from the learners’ perspective, continuous feedback and innovations to improve the curriculum [ 8 , 9 , 11 ]. In e-learning development, learning needs assessment among the students is the initial step to identify the needs and preferences of the end-users [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Prioritising topics for developing e-learning resources in healthcare curricula: A comparison between students and educators using a modified Delphi survey

Lim

Teo

et al. 2021

PLoS ONE

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Background Engaging students in the e-learning development process enhances the effective implementation of e-learning, however, students’ priority on the topics for e-learning may differ from that of the educators. This study aims to compare the differences between the students and their educators in prioritising the topics in three healthcare curricula for reusable e-learning object (RLO) development. Method A modified Delphi study was conducted among students and educators from University Malaya (UM), Universiti Putra Malaysia (UPM) and Taylor’s University (TU) on three undergraduate programmes. In Round 1, participants were asked to select the topics from the respective syllabi to be developed into RLOs. Priority ranking was determined by using frequencies and proportions. The first quartile of the prioritised topics was included in Round 2 survey, which the participants were asked to rate the level of priority of each topic using a 5-point Likert scale. The mean score of the topics was compared between students and educators. Result A total of 43 educators and 377 students participated in this study. For UM and TU Pharmacy, there was a mismatch in the prioritised topics between the students and educators. For UPM, both the educators and students have prioritised the same topics in both rounds. To harmonise the prioritisation of topics between students and educators for UM and TU Pharmacy, the topics with a higher mean score by both the students and educators were prioritised. Conclusion The mismatch in prioritised topics between students and educators uncovered factors that might influence the prioritisation process. This study highlighted the importance of conducting needs assessment at the beginning of eLearning resources development.

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Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development

Cited by 55 publications

References 14 publications

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Principle “student voices” as a tool of partnership cooperation at the department of pharmacology

Prioritising topics for developing e-learning resources in healthcare curricula: A comparison between students and educators using a modified Delphi survey

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