دورية أكاديمية
Coproducing clinical curricula in undergraduate medical education: Student and faculty experiences in longitudinal integrated clerkships.
| العنوان: | Coproducing clinical curricula in undergraduate medical education: Student and faculty experiences in longitudinal integrated clerkships. |
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| المؤلفون: | Gheihman G; Departments of Neurology, Brigham and Women's Hospital, Massachusetts General Hospital, Boston, MA, USA., Callahan DG; Department of Internal Medicine, Brigham and Women's Hospital, Boston, MA, USA., Onyango J; Department of Internal Medicine, Yale-New Haven Hospital, New Haven, CT, USA., Gooding HC; Emory University School of Medicine, Atlanta, GA, USA., Hirsh DA; Department of Medicine, Cambridge Health Alliance, Cambridge, MA, USA.; Harvard Medical School, Boston, MA, USA. |
| المصدر: | Medical teacher [Med Teach] 2021 Nov; Vol. 43 (11), pp. 1267-1277. Date of Electronic Publication: 2021 Jun 15. |
| نوع المنشور: | Journal Article; Research Support, Non-U.S. Gov't |
| اللغة: | English |
| بيانات الدورية: | Publisher: Informa Healthcare Country of Publication: England NLM ID: 7909593 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1466-187X (Electronic) Linking ISSN: 0142159X NLM ISO Abbreviation: Med Teach Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: London : Informa Healthcare Original Publication: London, Update Publications. |
| مواضيع طبية MeSH: | Education, Medical, Undergraduate* , Students, Medical*, Curriculum ; Faculty ; Faculty, Medical ; Humans ; Schools, Medical ; Students |
| مستخلص: | Purpose: Educational coproduction, in which learners partner with educators to create and improve their educational experiences, can facilitate student-centered medical education. Empirical descriptions of best practices for involving students in clinical curricular coproduction are needed. We aimed to understand faculty and student perspectives on methods, perceived benefits, and common barriers and solutions to clinical curricular coproduction. Methods: We conducted an international mixed-methods study of clinical curricular coproduction in undergraduate medical education and longitudinal integrated clerkships specifically. Faculty and students identified through an international listserv received an electronic survey to identify methods, benefits, and challenges of clinical curricular coproduction. We conducted semi-structured interviews with a subset of survey participants. We present descriptive statistics for survey data and themes derived from inductive qualitative analysis. Results: Two hundred forty-seven individuals (104 faculty; 143 students) representing 52 medical schools in eight countries completed the survey. Methods for clinical curricular coproduction ranged from informal, low-intensity learner involvement (e.g. verbal feedback) to formal, high-intensity learner involvement (e.g. committee membership). Perceived benefits included improvements in student-faculty relationships, program culture and design, and student development. Structural issues (e.g. scheduling) were the most common perceived barriers. Conclusions: Clinical curricular coproduction among faculty and students is perceived to enhance collaboration, enable curriculum change, and support students' professional development. Our study offers empirical guidance for involving students as partners in clinical curricular coproduction. |
| فهرسة مساهمة: | Keywords: Curricular coproduction; curriculum development; longitudinal integrated clerkships; mixed-methods research; student engagement; student involvement; undergraduate medical education |
| تواريخ الأحداث: | Date Created: 20210615 Date Completed: 20211208 Latest Revision: 20211214 |
| رمز التحديث: | 20231215 |
| DOI: | 10.1080/0142159X.2021.1935825 |
| PMID: | 34129424 |
| قاعدة البيانات: | MEDLINE |
PDF full text from Publisher | تدمد: | 1466-187X |
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| DOI: | 10.1080/0142159X.2021.1935825 |