Co-designing formal health professions curriculum in partnership with students
A scoping review
Dados Bibliográficos
| ID | 21448601 |
|---|---|
| Autores | Jessica Abbonizio (0000-0002-5510-0012, Monash University, autor correspondente), Claire Palermo (0000-0002-9423-5067, Monash University), Gabrielle Brand (0000-0001-6606-6721, Monash University), Niels Buus (0000-0003-4980-4096, Monash University), Ellie Fossey (0000-0002-8002-5763, Monash University), Janeane Dart (0000-0002-7563-0395, Monash University) |
| Ano | 2025 |
| Volume | 47 |
| Fascículo | 3 |
| Páginas | 413-424 |
| Data de publicação | 2025-03-04 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Medical Teacher (JOURNAL) |
| Identificadores do periódico | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2024.2339403 |
| PMID | 38621357 |
| OpenAlex | W4394808996 |
| Idioma | EN |
| Citações recebidas | 7 |
| Referências citadas | 43 |
There is growing evidence of the value of co-design and partnering with students in the design, development, and delivery of health professions education (HPE). However, the way in which students participate in co-designing HPE remains largely unexplored and there is little guidance on how to embed and strengthen partnerships with students. Using scoping review methodology, we identified and aggregated research reporting studies in which students were active partners in co-designing formal curricula in HPE. After searching five databases and screening 12,656 articles against inclusion criteria, 21 studies were identified. We found that most of the research was based in medical programs (n = 15) across Western contexts. Studies were mostly descriptive case reports (n = 10), with only three studies utilising participatory/action research designs. The co-designed outputs were mostly classroom-based learning on challenging HPE topics, for example, ethics, health inequities, racial and sexual bias, global health, and Indigenous health. Detailed descriptions of student-faculty partnerships and underpinning approaches were lacking overall. To optimise co-design methods, HPE and research require deeper engagement with critical research and pedagogical approaches and more robust evaluations of the processes, outputs and outcomes of co-design. In pedagogical practices, this necessitates challenging institutional structures, teaching and learning cultures and relational elements, such as through creating formal roles and opportunities for students as active co-design partners and fostering more equitable student-faculty positioning in HPE
Curriculum · Engineering ethics · General partnership · Inclusion (mineral) · Medical education · Participatory action research · Participatory design · Pedagogy · Political science · Sociology · Engineering · Higher Education and Employability · Higher Education Practises and Engagement · Innovations in Medical Education · Medicine · Psychology
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Whose voices are heard in health professions education validity arguments
Before the first class
Twelve tips to afford students agency in programmatic assessment
The role of artificial intelligence in co-creation of health professions education
Health Literacy‐Focused Communication Training for Primary Healthcare Providers Working With Older Adults
A Systematic Literature Review of Students as Partners in Higher Education
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Scoping studies
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Innovation in Response to the Covid-19 Pandemic Crisis
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Students as partners practices and theorisations in Asia
Engaging students as partners in intercultural partnership practices
The hunter and the lion
An intersectional participatory action research approach to explore and address class elitism in medical education
Student-faculty co-creation of experiential learning in health systems science
Learner involvement in the co-creation of teaching and learning
Student engagement in health professions education
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Scoping studies
Revealing student nurses' perceptions of human dignity through curriculum co-design
| Obras citantes distintas | 7 |
|---|---|
| Citações por ano | 3,5 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 7 |