Expanded partnerships between medical faculty and medical students: Developing a Global Health curriculum as an example of ‘student-led learning’ at the University of Queensland, Australia

Abstract

Background: Reflecting trends in medical education from didactic teaching to student-centred learning, the novel approach of student-led learning was applied at the University of Queensland (UQ) School of Medicine. This article examines the benefits, risks and limitations of curriculum development led by students.

Aim: The Project aimed to trial student-led development of a Global Health curriculum module for the UQ medical programme, as part of an international collaboration with related Health Sciences activities of Universitas 21 (U21).

Methods: The Head (Dean) of the UQ School of Medicine instigated the Project. A student Convenor was appointed to lead it and, in conjunction with faculty, to design curriculum Learning Objectives and supporting resources.

Results: The initial vision of the Project was greatly expanded, from an optional elective to a compulsory curriculum module with inbuilt prospective outcome measures. The module was established in less than 12 months and is now being delivered throughout the 4-year medical programme. A process for ongoing student leadership of the Project was established.

Conclusion: Student-led learning can be effective if given adequate support by faculty. The UQ School of Medicine's new curriculum module and collaboration with U21 promote the teaching of Global Health.