Reimagining Resources: The Power of Students as Partners in Co-Creating Medical Curricula
Saved in:
| Title: | Reimagining Resources: The Power of Students as Partners in Co-Creating Medical Curricula |
|---|---|
| Language: | English |
| Authors: | Christabel Hulls, Michael Smith, Lucas Pahl, Renée Roper, Hannah Gilchrist, Joan Li |
| Source: | International Journal for Students as Partners. 2025 9(2):199-210. |
| Availability: | McMaster University Library Press. McMaster University Library, 1280 Main Street West, Hamilton, ON L8S $L6 Canada. e-mail: scom@mcmaster.ca; Web site: https://mulpress.mcmaster.ca/ijsap |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Case Method (Teaching Technique), Medical Education, Partnerships in Education, Medical Students, Teacher Student Relationship, College Curriculum, Foreign Countries, Student Developed Materials, Teacher Developed Materials, Curriculum Development, Instructional Effectiveness, Medical School Faculty |
| Geographic Terms: | Australia |
| Abstract: | Case-based learning (CBL) scenarios in medical education have been a long-standing teaching practice, helping to marry the theoretical and practical aspects of medicine in students 'minds. However, partly due to rapidly progressing technology and globalisation, there is a growing generational disconnect between medical educators and students that needs addressing. Existing literature has highlighted that the involvement of students as partners in the development of educational resources can aid in bridging the divide and engaging students. This case study was a partnership between students and faculty within the Doctor of Medicine program at the University of Queensland. It aimed to co-create a CBL scenario and integrate it into the curriculum. The findings reveal that the co-created scenario was more positively received by students compared to faculty-developed scenarios. This approach demonstrates the potential of co-creation as a pedagogical strategy to foster engagement and address evolving educational needs in the medical curriculum. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486817 |
| Database: | ERIC |
| Abstract: | Case-based learning (CBL) scenarios in medical education have been a long-standing teaching practice, helping to marry the theoretical and practical aspects of medicine in students 'minds. However, partly due to rapidly progressing technology and globalisation, there is a growing generational disconnect between medical educators and students that needs addressing. Existing literature has highlighted that the involvement of students as partners in the development of educational resources can aid in bridging the divide and engaging students. This case study was a partnership between students and faculty within the Doctor of Medicine program at the University of Queensland. It aimed to co-create a CBL scenario and integrate it into the curriculum. The findings reveal that the co-created scenario was more positively received by students compared to faculty-developed scenarios. This approach demonstrates the potential of co-creation as a pedagogical strategy to foster engagement and address evolving educational needs in the medical curriculum. |
|---|
