Collaborative curriculum design in a health professional program for anatomy and clinical education
A case study with a near-peer instructor
DOI:
https://doi.org/10.15173/ijsap.v9i2.6053Keywords:
Co-design education, Inclusive education, Anatomy education, Health education, Inclusive teaching, Collaborative learningAbstract
By combining a near-peer instructor (NPI) placement in a master-levelled professional program with co-design approaches, an anatomy and physiology (A&P) review session was developed to supplement Year 1 students’ clinical application. An interactive A&P review, named Partners in Anatomy Learning (PAL) session, was developed by a team of faculty and student partners. A comprehensive co-design framework with five domains guided the development and delivery process of the PAL session to ensure incorporation of diverse perspectives. Year 1 students’ perceptions of their A&P knowledge and application were collected using pre- and post-PAL session surveys, and the team members provided reflections. After the PAL session, Year 1 students felt they had an increased ability to integrate their A&P knowledge into their clinical coursework. The team members felt the co-design process within the NPI placement was a positive partnership experience that leveraged students’ perspectives in curriculum development and implementation.
Downloads
References
Abbonizio, J., Palermo, C., Brand, G., Buus, N., Fossey, E., & Dart, J. (2024). Co-designing formal health professions curriculum in partnership with students: A scoping review. Medical Teacher, 47(3), 413-424. https://doi.org/10.1080/0142159X.2024.2339403
Botelho, M. G., & Boubaker, B. (2024, 2024/02/01). Near-peer teaching in a psychomotor skills course: Benefits, challenges and solutions. European Journal of Dental Education, 28(1), 313-319. https://doi.org/https://doi.org/10.1111/eje.12951
Dollinger, M., & Lodge, J. (2020). Student-staff co-creation in higher education: An evidence-informed model to support future design and implementation. Journal of Higher Education Policy and Management, 42(5), 532-546. https://doi.org/10.1080/1360080X.2019.1663681
Finkelstein, S., Sharma, U., & Furlonger, B. (2021). The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education, 25(6), 735-762. https://doi.org/10.1080/13603116.2019.1572232
Grindell, C., Coates, E., Croot, L., & O’Cathain, A. (2022). The use of co-production, co-design and co-creation to mobilise knowledge in the management of health conditions: a systematic review. BMC Health Services Research, 22(1), 877. https://doi.org/10.1186/s12913-022-08079-y
Iniesto, F., Charitonos, K., & Littlejohn, A. (2022). A review of research with co-design methods in health education. Open Education Studies, 4(1), 273-295. https://doi.org/10.1515/edu-2022-0017
Irvine, S., Williams, B., & McKenna, L. (2018, 2018/11/01/). Near-peer teaching in undergraduate nurse education: An integrative review. Nurse Education Today, 70, 60-68. https://doi.org/https://doi.org/10.1016/j.nedt.2018.08.009
Johnson, J., & Layer, G. (2017). Inclusive Teaching and Learning in Higher Education as a route to Excellence. 39. https://assets.publishing.service.gov.uk/media/5a802f43e5274a2e8ab4ead7/Inclusive_Teaching_and_Learning_in_Higher_Education_as_a_route_to-excellence.pdf
Khapre, M., Deol, R., Sharma, A., & Badyal, D. (2021). Near-peer tutor: a solution for quality medical education in faculty constraint setting. Cureus, 13(7). https://doi.org/10.7759/cureus.16416
Lindblom, S., Flink, M., Elf, M., Laska, A. C., von Koch, L., & Ytterberg, C. (2021). The manifestation of participation within a co‐design process involving patients, significant others and health‐care professionals. Health Expectations, 24(3), 905-916. https://doi.org/10.1111/hex.13233
McLaughlin-Borlace, N., Creighton, L., & Mitchell, G. (2024, 2024/12/01/). Championing student participation in co-designing digital education resources: A student experience. Nurse Education Today, 143, 106392. https://doi.org/https://doi.org/10.1016/j.nedt.2024.106392
Milles, L. S., Hitzblech, T., Drees, S., Wurl, W., Arends, P., & Peters, H. (2019, 2019/10/03). Student engagement in medical education: A mixed-method study on medical students as module co-directors in curriculum development. Medical teacher, 41(10), 1143-1150. https://doi.org/10.1080/0142159X.2019.1623385
Moriña, A. (2019). Inclusive education in higher education: challenges and opportunities. Postsecondary educational opportunities for students with special education needs, pp. 3-17.
Muller-Schoof, I., Verbiest, M., Snoeren, M., & Luijkx, K. (2023, 02/02). Lessons Learned From Co-Designing Educational Programs for Student and Practicing Healthcare Professionals in Nursing Homes: A Participatory Qualitative Study. Journal of Participatory Research Methods, 4. https://doi.org/10.35844/001c.57529
Pallesen, K. S., Rogers, L., Anjara, S., De Brún, A., & McAuliffe, E. (2020, 2020/04/01). A qualitative evaluation of participants' experiences of using co-design to develop a collective leadership educational intervention for health-care teams. Health Expectations, 23(2), 358-367. https://doi.org/https://doi.org/10.1111/hex.13002
Phoenix, M., & Moll, S. (2021). Realizing the potential of co-design to build innovation in rehabilitation services. Physiotherapy Canada, 73(4), 299. https://doi.org/10.3138/ptc-2021-0060-gee
Pintér, Z., Kardos, D., Varga, P., Kopjár, E., Kovács, A., Than, P., Rendeki, S., Czopf, L., Füzesi, Z., & Schlégl, Á. T. (2021). Effectivity of near-peer teaching in training of basic surgical skills–a randomized controlled trial. BMC medical education, 21, 1-8. https://doi.org/10.1186/s12909-021-02590-2
Rashid, M. S., Sobowale, O., & Gore, D. (2011). A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE). BMC medical education, 11, 1-7. http://www.biomedcentral.com/1472-6920/11/11
Silvola, S., Restelli, U., Bonfanti, M., & Croce, D. (2023). Co-design as enabling factor for patient-centred healthcare: a bibliometric literature review. ClinicoEconomics and Outcomes Research, 333-347. https://doi.org/10.2147/CEOR.S403243
Simmons, M., Dhir, J., Wojkowski, S., & Durham, K. K. (2023). Implementing a Near Peer Instructor Placement Model in Physiotherapy Education. Physiotherapy Canada, e20230010. https://doi.org/10.3138/ptc-2023-0010
Slattery, P., Saeri, A. K., & Bragge, P. (2020). Research co-design in health: a rapid overview of reviews. Health research policy and systems, 18, 1-13. https://doi.org/10.1186/s12961-020-0528-9
Tindall, R. M., Ferris, M., Townsend, M., Boschert, G., & Moylan, S. (2021). A first‐hand experience of co‐design in mental health service design: opportunities, challenges, and lessons. International journal of mental health nursing, 30(6), 1693-1702. https://doi.org/10.1111/inm.12925
Wilson, C. B., Anderson, T., Graham, M., Murphy, J., Mitchell, G., Tuohy, D., Barry, H. E., Boland, P., Birch, M., Tierney, A., Stark, P., McCurtin, A., Creighton, L., Henderson, E., Craig, S., McConnell, H., Guttridge, H., Cook, L., Cunningham, E., Curran, G. M., & Coffey, A. (2024, 2024/10/10). Co-designing an interprofessional digital education resource on delirium: a student-led approach. BMC medical education, 24(1), 1122. https://doi.org/10.1186/s12909-024-06023-8
Zeivots, S., Hopwood, N., Wardak, D., & Cram, A. (2024, 10/04). Co-design practice in higher education: practice theory insights into collaborative curriculum development. Higher Education Research & Development, 1-15. https://doi.org/10.1080/07294360.2024.2410269
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Angela Camozzi, Mariam Adekale, Jasdeep Dhir, Shirley Quach
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).
