Student participation in undergraduate medical education: a&amp;nbsp;continuous collective endeavour

Meeuwissen, Stephanie N. E.; Whittingham, Jill

doi:10.1007/s40037-019-00557-0

Cited by 6 publications

(5 citation statements)

References 11 publications

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“…In a broader context, apart from academics and medical professionals, other stakeholders should also be involved as agents of this change in medical education, such as healthcare organizations and medical students [ 3 , 46 , 47 ]. However, finding the balance between learners’ personal preferences and an adherence to academic requirements and standards is a challenge that might generate frustration for some medical students.…”

Section: Discussionmentioning

confidence: 99%

Beyond the Digital Competencies of Medical Students: Concerns over Integrating Data Science Basics into the Medical Curriculum

Lungeanu

Petrică

Lupușoru

et al. 2022

IJERPH

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Introduction. Data science is becoming increasingly prominent in the medical profession, in the face of the COVID-19 pandemic, presenting additional challenges and opportunities for medical education. We retrospectively appraised the existing biomedical informatics (BMI) and biostatistics courses taught to students enrolled in a six-year medical program. Methods. An anonymous cross-sectional survey was conducted among 121 students in their fourth year, with regard to the courses they previously attended, in contrast with the ongoing emergency medicine (EM) course during the first semester of the academic year 2020–2021, when all activities went online. The questionnaire included opinion items about courses and self-assessed knowledge, and questions probing into the respondents’ familiarity with the basics of data science. Results. Appreciation of the EM course was high, with a median (IQR) score of 9 (7–10) on a scale from 1 to 10. The overall scores for the BMI and biostatistics were 7 (5–9) and 8 (5–9), respectively. These latter scores were strongly correlated (Spearman correlation coefficient R = 0.869, p < 0.001). We found no correlation between measured and self-assessed knowledge of data science (R = 0.107, p = 0.246), but the latter was fairly and significantly correlated with the perceived usefulness of the courses. Conclusions. The keystone of this different perception of EM versus data science was the courses’ apparent value to the medical profession. The following conclusions could be drawn: (a) objective assessments of residual knowledge of the basics of data science do not necessarily correlate with the students’ subjective appraisal and opinion of the field or courses; (b) medical students need to see the explicit connection between interdisciplinary or complementary courses and the medical profession; and (c) courses on information technology and data science would better suit a distributed approach across the medical curriculum.

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Section: Discussionmentioning

confidence: 99%

Beyond the Digital Competencies of Medical Students: Concerns over Integrating Data Science Basics into the Medical Curriculum

Lungeanu

Petrică

Lupușoru

et al. 2022

IJERPH

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“…The key benefits of active student participation that were considered in a recent commentary are enhanced student satisfaction, meta-cognitive understanding of learning and teaching processes, enhanced student-staff relationships, and development of personal, professional, and academic competences of students [ 2 ]. Our results showed that particularly the development of various competences was part of the experiences of the organizing students, in addition to enhanced student-staff relationships and student satisfaction.…”

Section: Discussionmentioning

confidence: 99%

“…Students are increasingly involved in designing medical curricula [ 1 , 2 ]. This article discusses the learning experiences of students who organized a large-scale teaching week for first, second and third year (bachelor phase) (bio) medical students.…”

Section: Introductionmentioning

confidence: 99%

“…In the first place we were interested in experiences of students participating in designing and organizing an educational event such as the RSC. Although students are increasingly involved in curriculum design [ 1 , 2 ], empirical research on practices of actual student participation is sparse [ 3 ]. If we look at the participation of the organizing team of students more closely from the perspective of the eight rung ladder of student participation in curriculum design [ 1 , 4 ], at least two participatory levels are involved (Table 3 ).…”

Section: Introductionmentioning

confidence: 99%

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What is it like to organize a large-scale educational event for fellow students? A qualitative exploration of student participation in curriculum design

Olthuis¹,

Eggermont

Schouwenberg³

et al. 2022

BMC Med Educ

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Background Although students are increasingly involved in curriculum design, empirical research on practices of actual student participation is sparse. The purpose of this study is to explore the experiences of students who collaborated in the organizing committee of a large-scale educational event, the Radboud Student Conference (RSC), for fellow students. Methods We conducted three focus group interviews, in which 17 (bio) medical students of three different organizing teams shared their experiences regarding the organization of the large-scale teaching event. The analysis was conducted using thematic content analysis, in which the codes and codebook were constructed on the basis of the data. Results The following four themes were derived from the data. 1) Collaboration, which concentrated on fellow students, teachers who were involved as supervisors, and persons outside the organizing team such as caterers, educational support office members, lecturers, physicians and researchers. 2) Planning and division of labor, with students experiencing a mutual dependence and noticing a gradual improvement of their skills. 3) Freedom implies responsibility, which indicted that students experienced a significant freedom to develop the RSC week, but at the same time felt the responsibility to deliver a successful final week of the academic year. 4) Personal development, where students mentioned the opportunity to practice skills that differed from standard (bio) medical electives. Conclusions We conclude that (bio) medical students are capable of bearing the responsibility to organize a large-scale educational event. Organizing the RSC was an educational experience in the form of cooperative and experiential learning which contributed to students’ personal development. Organizing the event gave students both a sense of freedom and the responsibility to succeed. Supervision of faculty members seemed a prerequisite, and tended to be supportive rather than guiding.

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“…Santiago, Chile. paaraya2@uc.cl E l rol de los estudiantes de medicina como agentes activos en su formación ha tomado mayor relevancia en la última década 1 . Para los desafíos que enfrentarán los futuros profesionales de salud, la educación médica ha hecho esfuerzos en migrar desde un modelo informativo hacia uno que busca desarrollar habilidades de liderazgo y gestión, con el propósito de formar agentes de cambio con altas capacidades técnicas 2,3 La participación estudiantil activa implica que los estudiantes de medicina se involucran tanto en actividades de diseño, implementación, evaluación y cogobernanza curricular, como de representación y desarrollo de vida universitaria 4,5 .…”

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Seminarios autogestionados de psiquiatría como modelo de participación estudiantil activa en pregrado. Experiencia 2014-2021 en la Pontificia Universidad Católica de Chile

et al. 2022

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Self-managed psychiatry seminars as a model of active student participation in undergraduate educationIn the last decade, medical students stood out as active agents in their training, which implies their involvement in the design, implementation, evaluation, and curricular co-governance. This article describes a model of active undergraduate student participation from 2014 to 2021 and compares the face-to-face and synchronous online modalities, later brought forward by the SARS-COV-2 pandemic. Annually, a call was made to UC School of Medicine undergraduate students to establish the topics and areas to be addressed during self-managed seminars. Then, medical students located in Chile were invited to attend the activity. Psychiatry was established as a priority topic in six out of eight years.

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Student participation in undergraduate medical education: a continuous collective endeavour

Abstract: None

Cited by 6 publications

References 11 publications

Beyond the Digital Competencies of Medical Students: Concerns over Integrating Data Science Basics into the Medical Curriculum

Beyond the Digital Competencies of Medical Students: Concerns over Integrating Data Science Basics into the Medical Curriculum

What is it like to organize a large-scale educational event for fellow students? A qualitative exploration of student participation in curriculum design

Seminarios autogestionados de psiquiatría como modelo de participación estudiantil activa en pregrado. Experiencia 2014-2021 en la Pontificia Universidad Católica de Chile

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