Name
Fostering Medical Student Involvement in Curriculum Development & Delivery
Date & Time
Monday, June 15, 2020, 3:45 PM - 5:15 PM
Maxwell Uetz Himal Purani Kharmen Bharucha
Description

For decades, medical school curricula have been created by medical educators who are experts in their field but lack the input and insight of the students' perspectives. Eliciting the student perspective improves curricula by taking into account learners' needs, abilities, and priorities (Huppatz 1996). Many schools have elicited the student perspective in curricula by adapting the role of"student representatives," who serve as liaisons between faculty and students to relay student feedback and discuss curricula with course directors (Hsih et al. 2015; Yengo-Khan et al. 2017). While student representation in this manner can provide a valuable perspective, the University of Minnesota Medical School's Summer Internship in Medical Education aims to create a co-production model where students partner with faculty to create and modify curriculum, rather than simply provide feedback and perspective. Over the past three years, we have paired teams of students with faculty to review and modify curriculum for the upcoming academic year. In addition to partnering with faculty, the students also participate in a weekly journal club and meet with and learn from medical education leaders across the medical school. Most recently, the students compared Year 1 course content and USMLE Step 1 content. They then discussed content coverage, delivery, and relevance with course directors, who have made curricular changes based on this partnership.