For decades, medical school curricula have been created by medical educators who are experts in their field but lack students' perspectives. Eliciting the student perspective improves curricula by taking into account learners' needs, abilities, and priorities 1. Many schools have elicited the student perspective in curricula by adapting the role of "student representative" who serve as liaisons between faculty and students to relay student feedback and discuss curricula with course directors 2, 3. 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, students also participate in a weekly journal club to 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.  Huppatz, C. Med. Educ. 30, 9-13. Yengo-Kahn, A.M., et. al. Acad. Med. 92, 455-461. Hsih, K.W., et al. Med. Teach. 37, 1008-1012.

Following this session, participants will be able to:

1. Describe the benefits of curriculum co-production with students, particularly  in the context of the current health science education climate.
2. Identify ways to form a team of medical educators including students, faculty, and clinicians in co-production of curriculum.
3. Develop ideas for curricular co-production that are tailored to their respective institutions' needs, resources, and priorities.
4. Use roadmaps to implement curricular co-production at their respective institutions.