514
Views
1
CrossRef citations to date
0
Altmetric
Educational Case Reports

Applying the Lean Startup Method to Structure Project-Based, Student-Driven Curricular Enhancements

ORCID Icon, , , ORCID Icon, ORCID Icon, & ORCID Icon show all
Pages 434-443 | Received 30 Jul 2020, Accepted 03 May 2021, Published online: 14 Jun 2021

References

  • Hafferty FW. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med. 1998;73(4):403–407. doi:10.1097/00001888-199804000-00013.
  • Burk-Rafel J, Jones RL, Farlow JL. Engaging learners to advance medical education. Acad Med. 2017;92(4):437–440. doi:10.1097/ACM.0000000000001602.
  • Fetterman DM, Deitz J, Gesundheit N. Empowerment evaluation: a collaborative approach to evaluating and transforming a medical school curriculum. Acad Med. 2010;85(5):813–820. doi:10.1097/ACM.0b013e3181d74269.
  • Goldfarb S, Morrison G. Continuous curricular feedback: A formative evaluation approach to curricular improvement. Acad Med. 2014;89(2):264–269. doi:10.1097/ACM.0000000000000103.
  • Hsih KW, Iscoe MS, Lupton JR, et al. The Student Curriculum Review Team: How we catalyze curricular changes through a student-centered approach. Med Teacher. 2015;37(11):1008–1112. doi:10.3109/0142159X.2014.990877.
  • Yengo-Kahn AM, Baker CE, Lomis AK. Medical students’ perspectives on implementing curriculum change at one institution. Acad Med. 2017;92(4):455–461. doi:10.1097/ACM.0000000000001569.
  • Scott KW, Callahan DG, Chen JJ, et al. Fostering student-faculty partnerships for continuous curricular improvement in undergraduate medical education. Acad Med. 2019;94(7):996–1001. doi:10.1097/ACM.0000000000002726.
  • Russel SM, Geraghty JR, Kobayashi KR, et al. Evaluating core clerkships: Lessons learned from the implementation of an innovative, student-driven feedback system for clinical curricula. Acad Med. 2021;96(2):232–235. doi:10.1097/ACM.0000000000003760.
  • Loeser H, O’Sullivan P, Irby DM. Leadership lessons from curricular change at the University of California, San Francisco, School of Medicine. Acad Med. 2007;82(4):324–330. doi:10.1097/ACM.0b013e31803337de.
  • Geraghty JR, Young AN, Berkel TDM, et al. Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education. Perspect Med Educ. 2020;9(1):60–65. doi:10.1007/s40037-019-00547-2.
  • Project Management Institute. A Guide to the Project Management Body of Knowledge. 6th ed. Newton Square, PA: Project Management Institute; 2017.
  • Gorsky D, Mann K, Sargeant J. Project management and leadership: Practical tips for medical school leaders. MedEdPublish. 2016;5(3):41. doi:10.15694/mep.2016.000127.
  • Schlegel EFM, McLeod KBD, Selfridge NJ. Practical tips for successful implementation of educational innovations: Project management tools for health professional educators. MedEdPublish. 2018;7(2):36. doi:10.15694/mep.2018.0000105.1.
  • Payne JM, France KE, Henley N, et al. Researchers’ experience with project management in health and medical research: Results from a post-project review. BMC Public Health. 2011;11(1):424. doi:10.1186/1471-2458-11-424.
  • Ries E. The Lean Startup. New York, NY: Crown Business; 2011.
  • Blank S, Dorf B. The Startup Owner’s Manual. Pescadero, CA: K&S Ranch; 2012.
  • Osterwalder A. The Business Model Ontology a Proposition in a Design Science Approach [dissertation]. Lausanne, Switzerland: Université de Lausanne; 2004.
  • Nnakwe CC, Cooch N, Huang-Saad A. Investing in academic technology innovation and entrepreneurship: Moving beyond research funding through the NSF I-CORPS™ program. Technol Innov. 2018;19(4):773–786. doi:10.21300/19.4.2018.773.
  • Harrison KD, Kadaba NS, Kelly RB, Crawford D. Building a life sciences innovation ecosystem. Sci Transl Med. 2012;4(157):157fs37. doi:10.1126/scitranslmed.3004487.
  • Gruionu G, Velmahos GC. The Lean Innovation Model for Academic Medical Discovery. In: Lafiti RRP, Gruessner R, eds. Technological Advances in Surgery, Trauma and Critical Care. New York, NY: Springer; 2015:73–80.
  • Servoss J, Chang C, Fay J, Ward K. The early tech development course: Experiential commercialization education for the medical academician. Acad Med. 2017;92(4):506–510. doi:10.1097/ACM.0000000000001515.
  • Duong DB, Sullivan EE, Minter-Jordan M, Giesen L, Ellner AL. A model for training medical student innovators: the Harvard Medical School Center for Primary Care Abundance Agents of Change program. Med Educ Online. 2016;21(1):30662. doi:10.3402/meo.v21.30662.
  • Wang JK, Pamnani RD, Capasso R, Chang RT. An extended hackathon model for collaborative education in medical innovation. J Med Syst. 2018;42(12):239. doi:10.1007/s10916-018-1098-z.
  • Hirshfield LE, Joseph TD. We need a woman, we need a black woman’: gender, race, and identity taxation in the academy. Gender Educ. 2012;24(2):213–227. doi:10.1080/09540253.2011.606208.
  • Porter SR, Whitcomb ME, Weitzer WH. Multiple surveys of students and survey fatigue. New Directions for Institut Res. 2004;2004(121):63–73. doi:10.1002/ir.101.
  • Varpio L, Nagler A. The bumps and bruises from turning a blind eye: Learning from our failures and surprises. Perspect Med Educ. 2018;7(Suppl 1):1–3. doi:10.1007/s40037-018-0421-1.
  • Shepherd L, Gauld R, Cristancho SM, Chahine S. Journey into uncertainty: Medical students’ experiences and perceptions of failure. Med Educ. 2020;54:843–850. doi:10.1111/medu.14133.
  • Russel SM, Geraghty JR, Renaldy H, Thompson TM, Hirshfield LE. Training for professional uncertainty: How medical students navigate competing pressures during the residency application period. Acad Med. Forthcoming 2021.
  • Blank S. Why the Lean Start-Up Changes Everything. Harvard Business Review; 2013. May 1, 2013. Accessed May 16, 2021. https://hbr.org/2013/05/why-the-lean-start-​up-changes-everything

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.