Fig. 1
Strategic design of the Student Curricular Board (SCB) at the University of Illinois College of Medicine-Chicago (UICOM-Chicago) allows for iterative discussion and feedback loops between the student body, faculty and administration. The SCB consists of four branches: the phase 1 branch oversees program evaluation of pre-clerkship courses, the phase 2/3 branch oversees the program evaluation system in core clerkships and post-clerkship curriculum, the curricular progress branch employs a scholarly approach to collaborative decision-making on large-scale curriculum transformation and longitudinal curricular themes, and the special projects branch identifies tangible short-term projects that lead to curricular improvements
Table 1
Thematic analysis and representative quotations on the impact of student engagement in curriculum through the Student Curricular Board (SCB)
|
Theme |
Examples of SCB-led initiatives |
Representative quotations | |
|---|---|---|---|
|
Strengths of student engagement in curriculum |
Empowerment and ownership |
Direct access to faculty/administrators, voting membership and standing agenda time in curricular committees, leadership experience, tangible curricular improvements, reports utilised in administrative decision-making |
‘Rather than complaining about courses, I feel like I can actively improve them!’ |
|
‘It has greatly improved the students’ experience. Oftentimes, curriculum decisions are made for students without student input. At UICOM, we are part of the decisions that affect us’ | |||
|
Student voice and advocacy |
Formal feedback systems (surveys, town hall meetings), representation on administrative committees, direct access to faculty/administrators, liaison responsibilities between students and course directors |
‘Even though I am not very involved in the SCB, I feel they really advocate for improved experiences. There are some changes that are evident even this year compared to last year that I feel have created a better learning experience’ | |
|
‘I personally feel that student involvement in curriculum is essential and am fortunate to be at a school where the administration and faculty value student input’ | |||
|
Student-faculty collaboration |
Direct access to faculty/administrators, voting membership and standing agenda time in curricular committees, integration of the Office of Curricular Affairs, culture of valued partnership and inclusion on curricular teams |
‘The ability to interface with upper-level faculty and administration is a really powerful concept. It gave me a sense that there wasn’t some large chasm between a lowly M1 student and the folks that are directing and adapting the curriculum’ | |
|
‘Important information has been efficiently passed back and forth between the instructors and student body, and I really feel like I have a say in my education’ | |||
|
Organised student feedback |
Formal feedback systems (surveys, town hall meetings), organisational framework with formal recruitment and training, integration with student government and the Office of Curricular Affairs, clear member responsibilities |
‘It is a platform for communication between students, faculty and the administration. Allows for formal and respectful communication’ | |
|
‘The SCB enhances the student experience by allowing real-time feedback to address classroom issues and improve the curriculum. Offers a mechanism for accountability and assessment’ | |||
|
Reactivity to specific issues |
Open-forum events (town hall meetings, ‘Dialogue with the Deans’), real-time communication with faculty, use of social media, creation of the special projects branch to address macro-curricular issues as they arise |
‘We now receive grade reports after every test that help us understand how we compare to our peers and what objectives/items we are struggling with’ | |
|
‘More conversations about social disparities in health and more representation of the topics in curriculum’ | |||
|
Exposure to academic medicine |
Training workshops in academic medical education, collaboration with the Department of Medical Education faculty, exposure to mentors, opportunities for scholarly activities (presentation at conferences, publication) |
‘I appreciate having the opportunity to take an active role in shaping UICOM’s curriculum. I appreciate the relationships I was able to establish with faculty and having mentors in the area of medical education’ | |
|
‘I’ve been introduced to the practical obstacles to curriculum planning and execution’ | |||
|
Areas for improvement |
Visibility |
Bi-monthly town hall meetings, quarterly student newsletter, integration with student government, use of social media, public posting of course reports, improved student website, introduction of SCB during new student orientation |
‘Depending on feasibility, it could be nice to send out notes or updates regarding decisions made by the SCB to keep students not as involved with the SCB up to date on activities occurring within the SCB’ |
|
‘Make it clear throughout the year who is on the board and how to reach out to them. Especially for each course and what changes have been made year to year’ | |||
|
Opportunities for involvement |
Expansion of SCB positions available, creation of special projects, curricular progress, and phase 2/3 branches, focus groups |
‘I wonder how to get the other 160–180 students involved, in some practical and actionable manner, in the curriculum that they are obligated to participate in and tend to have strong opinions about’ | |
|
‘Allowing more opportunities throughout the year for more students to get involved, and providing more communication directly to students about what’s going on with the SCB’ | |||
|
Faster turnaround time |
Greater push for real-time feedback, pilot of immediate post-lecture surveys, frequent follow-up to SCB recommendations, solution-oriented problem-solving |
‘Easy to give timely, actionable feedback to course before the end of the semester when changes would be too late’ | |
|
‘Time sensitivity regarding response to student concerns and criticisms’ | |||
|
Focus on senior students |
Creation of the phase 2/3 branch, involvement of students in phase 2/3 curricular design, increased recruitment of more senior students to SCB |
‘Increase SCB involvement within the 3rd/4th year curriculum’ | |
|
‘I am excited for the change the years below me will experience. They receive most of the benefits’ |