Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development

Abstract

Introduction: Beyond participation in evaluation of teaching, there is sparse research available on more active roles of medical students in curriculum development. We report on a model of student engagement where medical students function as module co-directors, and how this is experienced by faculty and student module directors.

Methods: Student engage in co-development of their curriculum with a high level of autonomy in organizing their activities. We conducted a mixed-methods, convergent design study based on surveys with faculty and student module co-directors and a student co-director focus group. Quantitative data were analyzed descriptively. Qualitative analysis was performed inductively.

Results: Quantitatively, the majority of both faculty and student module directors report that the curriculum benefits from the students’ work (95 and 94%). Both groups see each other as equal partners (80 and 87%). Qualitatively, this is related to students’ competencies such as “bringing in broad and unique knowledge of the curriculum”, “giving the students’ perspective a voice,” and “contributing ideas for improvement”. Key strategies and challenges of the student co-module directors are illuminated.

Conclusions: Student module co-directors represent a well-accepted practice model for curriculum development. This report may stimulate other faculties to engage their students more actively in medical education.

Ethical approval

This study was approved by the local Ethics Committee (No. 406/16) and data safety management office.

Acknowledgments

We would like to thank all of the student module co-directors and the faculty module directors who participated in this study.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Student engagement: Represents a mutually beneficial collaborative approach between students and their institutions in higher education. It refers to a broad range of activities to enhance the learning and development of students, as well as the quality of the academic environment and institutional culture.

Additional information

Notes on contributors

Lennart Steffen Milles

Lennart Steffen Milles, MD, was a medical student, module co-director, and member of the student council at the Charité – Universitätsmedizin Berlin. He graduated in 2017 and currently works as a physician.

Tanja Hitzblech

Tanja Hitzblech, Dr. rer. medic., is the head of the team “teaching formats”, and Dean of study affairs, Charité – Universitätsmedizin Berlin.

Simon Drees

Simon Drees, MD, was a medical student, module co-director, and member of the student council at the Charité – Universitätsmedizin Berlin. He graduated in 2018 and is currently a MSc candidate at the London School of Economics and Political Science.

Wiebke Wurl

Wiebke Wurl, MD, was a medical student, module co-director and member of the student council at the Charité – Universitätsmedizin Berlin. She graduated in 2017 and currently works as a physician.

Peter Arends

Peter Arends, Dipl.-Psych, is the head of the Department of Communication Skills Training (Medical School), Office of the Vice Dean of Curricular and Student Affairs, Brandenburg Medical School Theodor Fontane.

Harm Peters

Harm Peters, MD, MHPE, is a professor of Medical Education and Director of the Dieter Scheffner Center for Medical Education and Educational Research at the Charité – Universitätsmedizin Berlin, Germany.