View in EDS HTML Full Text PDF Full Text

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

Saved in:
Bibliographic Details
Title: Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development.
Authors: Milles, Lennart Steffen1, Hitzblech, Tanja1, Drees, Simon1, Wurl, Wiebke1, Arends, Peter1, Peters, Harm1 harm.peters@charite.de
Source: Medical Teacher. Oct2019, Vol. 41 Issue 10, p1143-1150. 8p.
Subject Terms: *Curriculum planning, *Focus groups, *Research methodology, *Medical education, *Medical students, *Students, *Teacher-student relationships, *Theory, Mathematical models, Social role
Abstract: Introduction: Beyond participation in evaluation of teaching, there is sparse research available on more active roles of medical students in curriculum development. We report on a model of student engagement where medical students function as module co-directors, and how this is experienced by faculty and student module directors. Methods: Student engage in co-development of their curriculum with a high level of autonomy in organizing their activities. We conducted a mixed-methods, convergent design study based on surveys with faculty and student module co-directors and a student co-director focus group. Quantitative data were analyzed descriptively. Qualitative analysis was performed inductively. Results: Quantitatively, the majority of both faculty and student module directors report that the curriculum benefits from the students' work (95 and 94%). Both groups see each other as equal partners (80 and 87%). Qualitatively, this is related to students' competencies such as "bringing in broad and unique knowledge of the curriculum", "giving the students' perspective a voice," and "contributing ideas for improvement". Key strategies and challenges of the student co-module directors are illuminated. Conclusions: Student module co-directors represent a well-accepted practice model for curriculum development. This report may stimulate other faculties to engage their students more actively in medical education. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 138887393
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Milles%2C+Lennart+Steffen%22">Milles, Lennart Steffen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hitzblech%2C+Tanja%22">Hitzblech, Tanja</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Drees%2C+Simon%22">Drees, Simon</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wurl%2C+Wiebke%22">Wurl, Wiebke</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Arends%2C+Peter%22">Arends, Peter</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Peters%2C+Harm%22">Peters, Harm</searchLink><relatesTo>1</relatesTo><i> harm.peters@charite.de</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Oct2019, Vol. 41 Issue 10, p1143-1150. 8p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink><br /><searchLink fieldCode="DE" term="%22Social+role%22">Social role</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Beyond participation in evaluation of teaching, there is sparse research available on more active roles of medical students in curriculum development. We report on a model of student engagement where medical students function as module co-directors, and how this is experienced by faculty and student module directors. Methods: Student engage in co-development of their curriculum with a high level of autonomy in organizing their activities. We conducted a mixed-methods, convergent design study based on surveys with faculty and student module co-directors and a student co-director focus group. Quantitative data were analyzed descriptively. Qualitative analysis was performed inductively. Results: Quantitatively, the majority of both faculty and student module directors report that the curriculum benefits from the students' work (95 and 94%). Both groups see each other as equal partners (80 and 87%). Qualitatively, this is related to students' competencies such as "bringing in broad and unique knowledge of the curriculum", "giving the students' perspective a voice," and "contributing ideas for improvement". Key strategies and challenges of the student co-module directors are illuminated. Conclusions: Student module co-directors represent a well-accepted practice model for curriculum development. This report may stimulate other faculties to engage their students more actively in medical education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=138887393
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2019.1623385
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 1143
    Subjects:
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Medical students
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Theory
        Type: general
      – SubjectFull: Mathematical models
        Type: general
      – SubjectFull: Social role
        Type: general
    Titles:
      – TitleFull: Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Milles, Lennart Steffen
      – PersonEntity:
          Name:
            NameFull: Hitzblech, Tanja
      – PersonEntity:
          Name:
            NameFull: Drees, Simon
      – PersonEntity:
          Name:
            NameFull: Wurl, Wiebke
      – PersonEntity:
          Name:
            NameFull: Arends, Peter
      – PersonEntity:
          Name:
            NameFull: Peters, Harm
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2019
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 0142159X
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 10
          Titles:
            – TitleFull: Medical Teacher
              Type: main
ResultId 1