Nancy Merridew1, David Wilkinson. 1. School of Medicine, United Nations Millennium Development Goals Project, University of Queensland, PO Box 1328, Launceston, Tasmania 7250, Australia. nancy.merridew@gmail.com
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.
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.
Authors: Seema Biswas; Nathan T Douthit; Keren Mazuz; Zach Morrison; Devin Patchell; Michael Ochion; Leslie Eidelman; Agneta Golan; Michael Alkan; Tzvi Dwolatzky; John Norcini; Igor Waksman; Evgeny Solomonov; A Mark Clarfield Journal: Front Public Health Date: 2020-07-17