Students’ Involvement in HPE Curricula PDF

Students’ Involvement in HPE Curricula QHPE 610 Innovation in Curriculum Plan and Design Learning Objectives Identify the concept of students’ involvement in curricula designing in health professions education. Determine the benefits of students’ involvement in curricula designing in healt...

Students’ Involvement in HPE Curricula QHPE 610 Innovation in Curriculum Plan and Design Learning Objectives Identify the concept of students’ involvement in curricula designing in health professions education. Determine the benefits of students’ involvement in curricula designing in health professions education from the perspectives of trainees, staff, and institutions. Identify the commonly encountered challenges with regard to students’ involvement. Define the measures to move forward, the tips to facilitate students’ involvement in curricula designing in health professions education. 2 Literary Terms Used for Describing Students’ Involvement Participatory Partnership Empowerment Co-Design/Co-Creation 3 Definition Participatory: PD is a collaboration of all the stakeholders, including students, whereby they design and develop innovations that are tailored to the needs of learners and in line with the context (Cober et al., 2015; Konings & McKenney, 2017; Konings et al., 2017). Partnership: Partnership is defined by Healey et al. (2014) ‘as a process of student engagement, understood as staff and students learning and working together to foster engaged student learning and engaging learning and teaching enhancement’. Co-Design/Co-Creation: Co-creation is defined as a close collaboration between learners and teachers, aiming to improve teaching and learning by welcoming the perspectives of learners and actively involving them in the educational (design) process (Bovill et al., 2016). 4 Co-Creation Co-creation is defined as the collaborative work between staff and students to create the components of curricula and/or pedagogical approaches (Bovill et al., 2016). The aim of co-creation is to improve teaching and learning by welcoming students’ perspectives and actively involving them in the educational design process. 5 The Model of Druin 6 Growing interest for co-creation/co-design by students 7 Sample 1 8 Sample 2 9 Current Theories of Adult Learning The theories are as follows: Learners need to have clear goals and objectives of what they will achieve via the teaching intervention (e.g., the lecture) Content should be relevant and useful to learners’ real life Content should be connected to experience and previous knowledge Learners should reflect on what they learn and how they learn Learners should actively participate in their learning Teaching should be learner-centred The teacher's role changes from being a ‘transmitter’ of knowledge to a ‘facilitator’ 10 Benefits of Co-Creation Categories Learners Learning Environment Teachers Institution 11 Benefits for Learners Increases students’ sense of empowerment and ownership of the curriculum Enhances students’ responsibility toward their own learning Helps in gaining a deeper understanding of learning Helps develop a better understanding of the teacher’s perspective and the aims of education Helps develop metacognitive awareness and a stronger sense of identity Stimulates participation, engagement, motivation, and enthusiasm 12 Builds a Psychological Learning Environment Enhanced student-teacher relationships A stronger sense of identity among learners An increased sense of belongingness and cohesion Contributes toward the establishment of safe environments All of these contribute toward a more positive, inclusive, and democratic learning climate 13 Theoretical Principles of the Self-Determination Theory (SDT) 14 Benefits to Teachers Provides clearer insights regarding students’ perspectives on education Improves teaching practices Fosters teachers’ own professional development Enhances teachers’ satisfaction with the curriculum 15 Model 16 Quality of Education Improves the teaching and classroom experience Positively impacts satisfaction with education Increases learner performance, learner perceptions, and attendance of the whole cohort Learners and teachers profit from the improved quality of educational innovations and use, and usability and utility of the educational design Co-creation can result in a more effective or appealing design of a course or curriculum 17 Concerns/Challenges Challenges at Institutional Level Challenges Faced by Curricula Lack of awareness of the Designers/Teachers co-creation concept and its benefits Curricula are excellent and why Lack of support: lack of time for should we change them? meetings, revision of education, and We are educators and experts in long-lasting commitments curriculum design and delivery. Lack of funding What is the added value in learners’ input? You are redefining our roles and responsibilities. Threatened to give up control. 18 Concerns/Challenges (Cont.) Challenges Faced at the Level Power Difference of Trainees The existing power relations Lack of process and content between learners and teachers can expertise hamper effective learner Unfamiliarity with the new role and contributions toward the co-creation responsibility process. Insecure about own knowledge and The hierarchical structure in skills education places the learner in a situation of power imbalance, which Insufficient communication and can lead to the perceived personal collaboration skills risks of redefining learner-teacher roles and relationships (Bovill et al., 2016). 19 Measures to Overcome the Challenges to Students Challenge Tips Think about the measures that can be Enhance the awareness of co- taken to overcome the challenges with creation regard to students’ involvement as Orient and train the involved partners in co-creating curricula at all stakeholders the described levels. Create a psychologically safe environment Buy in leadership support Start with a small part and move up into the bigger curriculum 20 Co-Creation of Transition to Postgraduate Training Curriculum Medical students in Transition Clinical College 🎓 Faculty Faculty Moderator Model of Learning during Transition (MOLT) Transition from undergraduate to postgraduate training 21 Co-Creation of Transition to Postgraduate Training Curriculum (Cont.) 22 Summary Students’ involvement in the design of curricula carries the implication to enhance the quality of education. Increasing awareness of the benefits and potential challenges is of paramount importance. Identification of solutions is important in order to support students’ involvement initiatives. 23 Quote 24 References Brooman, S., Darwent S., Pimor A. (2015). The student voice in higher education curriculum design: Is there value in listening? Innov Edu Teach Int., 52(6), 663–674. https://doi.org/10.1080/14703297.2014.910128 Harden, R. M. (2001). AMEE Guide No. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123–137. https://doi.org/10.1080/01421590120036547 Könings, K. D., Mordang, S., Smeenk, F., Stassen, L., Ramani, S. (2020). Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138. Medical Teacher, 43(8), 924–936. https://doi.org/10.1080/0142159X.2020.1838464 Martens, S. E., Meeuwissen, S. N., Dolmans, D. H., Bovill, C., & Könings, K. D. (2019). Student participation in the design of learning and teaching: Disentangling the terminology and approaches. Medical Teacher, 41(10), 1203–1205. https://doi.org/10.1080/0142159X.2019.1615610 Ryan, R. M, & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol., 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68https://doi.org/10.1037/0003-066X.55.1.68 25 Credits The following faculty is attributed with the slides and ideas of this session: Dr. Shireen Suliman 26