Students as partners in an Australian medical program: Impact on student partners and teachers
Keywords:students as partners, student-faculty partnership, curriculum reform, medical education, medical student
In this article, we will discuss and analyse the implementation of a Students-as-Partners (SaP) initiative in a formal medical curriculum. Effective student-staff collaboration led to the development of student-centred lessons that were relevant and engaging, while improving student-staff relationships. In addition, student partners developed leadership and management skills, gained knowledge about educational pedagogies, and acquired metacognitive strategies to improve personal learning. Our experience highlights the important role that medical students can play in driving educational innovation and the immense potential for SaP initiatives to benefit students and staff.
Bicket, M., Misra, S., Wright, S. M., & Shochet, R. (2010). Medical student engagement and
leadership within a new learning community. BMC Medical Education, 10(1). https://doi.org/10.1186/1472-6920-10-20
Bovill, C. (2017). A framework to explore roles within student-staff partnerships in higher education: Which students are partners, when, and in what ways? International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3062
Brookfield, S. (1995). Becoming a critical reflective teacher (1st ed). San Francisco: Jossey Bass Inc.
Burk-Rafel, J., Jones, R. L., & Farlow, J. L. (2017). Engaging learners to advance medical education. Academic Medicine, 92(4), 437-440. https://doi.org/10.1097/acm.0000000000001602
Gordon, L. J., Rees, C. E., Ker, J. S., & Cleland, J. (2015). Leadership and followership in the healthcare workplace: Exploring medical trainees’ experiences through narrative inquiry. BMJ Open, 5(12), e008898. https://doi.org/10.1136/bmjopen-2015-008898
Haidet, P., & Stein, H. F. (2006). The role of the student-teacher relationship in the formation of physicians. The hidden curriculum as process. Journal of General Internal Medicine, 21(S1). https://doi.org/10.1111/j.1525-1497.2006.00304.x
Haidet, P., Levine, R. E., Parmelee, D. X., Crow, S., Kennedy, F., Kelly, P. A., Perkowski, L., Michaelsen, L., & Richards, B. F. (2012). Perspective: Guidelines for reporting team based learning activities in the medical and health sciences education literature. Academic Medicine, 87(3), 292-299. https://doi.org/10.1097/acm.0b013e318244759e
Hasan, T., Bani, I., Ageely, H., & Fauzi, M. (2011). An ideal medical teacher. Education in Medicine Journal, 3(1). https://doi.org/10.5959/eimj.3.1.2011.spc1
Kelley, J. M., Kraft-Todd, G., Schapira, L., Kossowsky, J., & Riess, H. (2014). The influence of the patient-clinician relationship on healthcare outcomes: A systematic review and meta-analysis of randomized controlled trials. PLOS ONE, 9(4). https://doi.org/10.1371/journal.pone.0094207
Lubicz-Nawrocka, T. M. (2018). Students as partners in learning and teaching: The benefits of co-creation of the curriculum. International Journal for Students as Partners, 2(1), 47-63. https://doi.org/10.15173/ijsap.v2i1.3207
Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer Mapstone, L. (2018). Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development, 38(2), 280-293. https://doi.org/10.1080/07294360.2018.1530199
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3119
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus Pub.
Mokshagundam, S., Pitkin, J., Dekhtyar, M., Santen, S., Hammoud, M., & Skochelak, S. E. (2019). Engaging medical students in leadership development. Medical Science Educator, 29(3), 849-853. https://doi.org/10.1007/s40670-019-00754-w
Parmelee, D. X., & Hudes, P. (2012). Team-based learning: A relevant strategy in health professionals’ education. Medical Teacher, 34(5), 411-413. https://doi.org/10.3109/0142159X.2012.643267
Quince, T., Abbas, M., Murugesu, S., Crawley, F., Hyde, S., Wood, D., & Benson, J. (2014). Leadership and management in the undergraduate medical curriculum: A qualitative study of students’ attitudes and opinions at one UK medical school. BMJ Open, 4(6). https://doi.org/10.1136/bmjopen-2014-005353
Quirk M. (2006) Intuition and metacognition in medical education: Keys to developing expertise. New York; Springer.
Rouhani, M. J., Burleigh, E. J., Hobbis, C., Dunford, C., Osman, N. I., Gan, C., Givvons, N. B., Ahmed, H. U., & Miah, S. (2018). UK medical students’ perceptions, attitudes, and interest toward medical leadership and clinician managers. Advances in Medical Education and Practice, 9, 119-124. https://doi.org/10.2147%2FAMEP.S151436
Veronesi, G., Kirkpatrick, I., & Vallascas, F. (2013). Clinicians on the board: What difference does it make? Social Science & Medicine, 77, 147-155.
Warren, O. J., & Carnall, R. (2010). Medical leadership: Why it’s important, what is required, and how we develop it. Postgraduate Medical Journal, 87(1023), 27-32. https://doi.org/10.1136/pgmj.2009.093807
Yengo-Kahn, A. M., Baker, C. E., & Lomis, A. K. D. (2017). Medical students’ perspectives on implementing curriculum change at one institution. Academic Medicine, 92(4), 455- 461. https://doi.org/10.1097/acm.0000000000001569
How to Cite
Copyright (c) 2020 Jarett Vanz Pereira, John Vassil, Rachel E Thompson
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).