Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education
Joseph R. GeraghtyAlexandria N. YoungTiffani D.M. BerkelEric WallbruchJulie MannYoon Soo ParkLaura E. HirshfieldAbbas Hyderi
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Abstract:
One area in which medical students can add significant value is medical education, and involving them as key stakeholders in their education can have a profound impact on students and the institutions that serve them. However, detailed descriptions of the structure, implementation and quality of programs facilitating student engagement are lacking. We describe the structure of a novel student engagement program at the University of Illinois College of Medicine-Chicago (UICOM-Chicago) known as the Student Curricular Board (SCB). We surveyed 563 medical students across all levels of training at our institution in order to examine the impact of this program, including its strengths and potential areas of improvement. The SCB serves as a highly structured and collaborative student group that has far-reaching involvement from course-level program evaluation to longitudinal curriculum design. Medical students overwhelmingly valued opportunities to be involved in their curriculum. Students with the greatest exposure to the SCB were more aware of specific program initiatives and expressed increased interest in academic medicine as a career. By highlighting this innovative student engagement program, we aim to share best practices for a highly structured, value-added approach to medical student engagement in medical education that is applicable to other medical schools and student leaders.Keywords:
Student Engagement
Value (mathematics)
The 1970s have been described as an era of the rise and fall of three-year medical school programs. The present paper describes how graduates of one of the few North American medical schools that has retained its three-year curriculum view the problem-based curriculum and its length. On the whole the graduates of McMaster University School of Medicine were very positive about their undergraduate medical education. Many more of its features were endorsed as strengths than deficiencies. Eighty-two percent of McMaster graduates reported they would enroll in a three-year curriculum if they were entering medical school again, and they said that the advantages of a three-year curriculum outweight its disadvantages. The majority of graduates would return to a problem-based medical curriculum: 58 percent to an unaltered curriculum, 3 percent to one altered slightly, and 8 percent to one spread over four years. Of those that would not return, most chose a somewhat more structured curriculum, while very few chose traditional curricula.
Graduation (instrument)
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The Southern Illinois University School of Medicine has completed a five-year experience applying an objectives-based approach to an entire curriculum in a medical school setting. Approximately 250 students have worked and studied within the system, and three classes have been graduated. This paper describes the instructional system and the procedures for monitoring, maintaining, and improving it and provides available outcome data.
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Abstract Background Physicianʼs knowledge in transfusion medicine (TM) is critical for patient safety. Therefore, ensuring that medical schools provide adequate education in TM is important. The aim of this study was to assess the status of TM education at a global level. Study Design and Methods A comprehensive anonymous survey to assess TM education in existing medical school curricula was developed. The survey was distributed to deans and educational leads of medical schools in a range of low‐, medium‐, high‐, and very high–human development index (HDI) countries. It included 20 questions designed to assess specific domains including structure of TM curriculum and teaching faculty. Results The response rate was 53%. The majority of responding schools from very‐high–HDI countries offered a 6‐year curriculum after high school or a 4‐year curriculum after college education, whereas most schools from medium‐HDI countries offered a 5‐year medical curriculum. A formal teaching program was available in only 42% of these schools in contrast to 94% of medical schools from very high‐HDI. Overall, 25% of all medical schools did not offer structured TM teaching. When offered, most TM teaching was mandatory (95%) and integrated within the third and fourth year of medical school. Formal assessment of TM knowledge was done in 72% of all responding medical schools. More than half of the deans considered the TM education in their medical schools as inadequate. Conclusion Despite its limitations, the current survey highlights significant gaps and opportunities of TM education at a global scale.
Faculty Development
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The purpose of the study reported here was to identify the differences, if any, between graduates who were in different curricula at Loyola University of Chicago Stritch School of Medicine. Physicians from the four-year curriculum plan indicated they believed they were more adequately taught than those in the subsequent three-year curriculum plan. The training that the former physicians received seemed to provide them with a better basis for being independent. They regarded as desirable a medical practice requiring them to deal with many uncertainties in diagnosis and therapy. Physicians graduating from the medical school when the three-year plan was in effect seemed to have more personal and academic problems, and more of them suggested that various subjects should have been given greater emphasis in the medical school curriculum.
Medical practice
Academic year
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Modifying the present premedical and basic medical-science curricula is a difficult task. This portion of a physician's training has undergone little revision since the early 1900s, despite pleas for change from medical educators.1 Substantial barriers separate these two phases of education. It has recently been suggested that the education of physicians is in need of change and that there might be advantages to more fully coordinating the college and medical-school experiences in two ways: by integrating the first year of medical school within the present undergraduate curriculum, and by beginning the medical-school curriculum with pathophysiology, physical diagnosis, and history taking, . . .
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Objective: To understand and analyze the impact of school curricula on the formation of professionalism among medical students,and making feasible recommendations. Methods: Using convenience sampling methods conducted a questionnaire survey for medical students. Results: The dominant curriculum and hidden curriculum of school on the formation of medical students ' professionalism has a different degree of influence. Conclusion: The combination of focus on the dominant curriculum and the hidden curriculum,highlighting their respective strengths,together to play the role of educating people.
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Recently, many medical schools' curricula have been revised so that they represent vertically integrated (VI) curricula. Important changes include: the provision of earlier clinical experience; longer clerkships, and the fostering of increasing levels of responsibility. One of the aims of vertical integration is to facilitate the transition to postgraduate training. The purpose of the present study is to determine whether a VI curriculum at medical school affects the transition to postgraduate training in a positive way.We carried out a questionnaire study among graduates of six medical schools in the Netherlands, who had followed either a VI or a non-VI curriculum. Items in the questionnaire focused on preparedness for work and postgraduate training, the time and number of applications required to be admitted to residency, and the process of making career choices.In comparison with those who have followed non-VI programmes, graduates of VI curricula appear to make definitive career choices earlier, need less time and fewer applications to obtain residency positions and feel more prepared for work and postgraduate training.The curriculum at medical school affects the transition to postgraduate training. Additional research is required to determine which components of the curriculum cause this effect and to specify under which conditions this effect occurs.
Preparedness
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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Recently, many medical curricula have been changed into vertically integrated programmes. One of the aims of vertical integration is to facilitate the transition from theoretical to clinical education and from medical school to postgraduate training.The aim of this study was to determine whether a vertically integrated curriculum affects the transition from medical school to postgraduate training.We carried out a survey study among graduates of two cohorts of the Utrecht Medical School, who followed either the traditional or the innovative, vertically integrated, curriculum. Topics of the questionnaire were: (a) activities since medical school, (b) required amount of time and number of applications to get admitted to residency, (c) the process of making career choices.Graduates from the vertically integrated curriculum had made their definite career choice earlier compared to those who followed a traditional programme. Graduates of the new curriculum also needed less time and fewer applications to obtain a residency position.A vertically integrated curriculum at medical school positively affects the transition to postgraduate training. Additional research, among a larger population, is required to determine which components of the curriculum cause this effect and to specify under which conditions these effect occurs.
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