Shifting Medical Student Involvement in Curriculum Design: From Liaisons to Cocreators

Khan, Huda; Smith, Eleanor E A; Reusch, Ryan T

doi:10.1097/acm.0000000000004622

Cited by 9 publications

(2 citation statements)

References 7 publications

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“…Student-led initiatives, with proper institutional and faculty support, are simple yet effective interventions that promote prioritization of value-based earlier in the medical training process. Additionally, student involvement in medical school curricular change has been shown to increase awareness of curricular initiatives and interest in academic medicine as a future career [ 26 , 27 ]. This model could serve as an example to encourage other medical schools in the United States and abroad to include students in discussions regarding curricular changes, empowering them to advocate for changes they believe are worthwhile.…”

Section: Discussionmentioning

confidence: 99%

Integrating Choosing Wisely, Value-Based Care Principles, Into Undergraduate Medical Education: A Pilot Study

El Fadel,

Goldberg,

Jain

et al. 2024

Cureus

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Background: Healthcare spending represents a large portion of the GDP of the United States. Value-based care (VBC) seeks to decrease waste in health care spending, yet this concept is insufficiently taught to medical students. The Choosing Wisely Students and Trainees Advocating for Resource Stewardship (STARS) campaign promotes initiatives that integrate knowledge of VBC into undergraduate medical education (UME). This study sought to determine the most effective strategy to educate medical students on key principles of VBC as taught by the STARS campaign. Methods: Choosing Wisely principles were incorporated into the UME curriculum of an academic medical institution via the creation of eight new learning objectives (LOs) for case-based learning (CBL) sessions and lectures. Medical students completed an annual 10-question survey from 2019 to 2022 and 10 formal examination questions during the preclinical (years 1 and 2) curriculum after exposure to varying quantities of LOs. Pearson correlation, chi-square, and logistic regression were employed to determine the association between increased LOs in the curriculum and (1) campaign awareness and (2) knowledge of VBC principles. Results: A total of 700 survey responses over a four-year period (2019 to 2022) were analyzed. Student awareness of the campaign and knowledge of VBC principles increased year over year during the survey period (39% to 92% and 64% to 74%, respectively). There were significant associations between increased LOs in the curriculum and (1) campaign awareness (0.828, p<0.0001) and (2) knowledge of VBC principles (0.934, p<0.001). Students also performed well on formal examination questions related to VBC principles (mean: 81.5% and mean discrimination index: 0.18). Conclusion: Integration of VBC-focused LOs is significantly associated with awareness of the Choosing Wisely STARS campaign and knowledge of VBC principles taught by the campaign. Collaborative initiatives to increase exposure to VBC education may improve students' knowledge of these principles during medical school.

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Section: Discussionmentioning

confidence: 99%

Integrating Choosing Wisely, Value-Based Care Principles, Into Undergraduate Medical Education: A Pilot Study

El Fadel,

Goldberg,

Jain

et al. 2024

Cureus

View full text Add to dashboard Cite

show abstract

“…Moreover, learners themselves can and should be involved in curriculum development. 63,64 For example, a team of structural competency educators developed an open-access online sexual and reproductive health curriculum in partnership with community scholars, reproductive justice advocates, and medical and nurse-midwifery trainees. 65 Together, these stakeholders worked on problem identification, goal setting, implementation, and evaluation.…”

Section: Status Quo In Health Equity Educationmentioning

confidence: 99%

Using Critical Pedagogy to Advance Antiracism in Health Professions Education

2024

AMA Journal of Ethics

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This article draws on Paulo Freire's Pedagogy of the Oppressed to model how health professions education can advance health equity. It first introduces 3 well-known frameworks that can be meaningfully applied as critical pedagogy: structural competency, critical race theory, and participatory action research. It then highlights applications of these frameworks that can prepare trainees for reflection and action that motivate health equity.

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Educational Policy Development as a Leadership Experience: Inclusive Institutional Change

Cheema,

Morris,

Suresh

et al. 2023

Med.Sci.Educ.

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Shifting Medical Student Involvement in Curriculum Design: From Liaisons to Cocreators

Cited by 9 publications

References 7 publications

Integrating Choosing Wisely, Value-Based Care Principles, Into Undergraduate Medical Education: A Pilot Study

Integrating Choosing Wisely, Value-Based Care Principles, Into Undergraduate Medical Education: A Pilot Study

Using Critical Pedagogy to Advance Antiracism in Health Professions Education

Educational Policy Development as a Leadership Experience: Inclusive Institutional Change

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