| STUDENT CONTRIBUTION |
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| Year : 2015 | Volume
: 28
| Issue : 1 | Page : 79-82 |
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Student participation: To the benefit of both the student and the faculty
Sofie An Magriet Dhaese1, Inge Van de Caveye1, Piet Vanden Bussche2, Sarah Bogaert3, Jan De Maeseneer4
1 Master Student in Medicine, Ghent University, Gent, Belgium
2 Faculty of Medicine and Health Sciences, Department of Family Medicine and Primary Health Care, Ghent University, Gent, Belgium
3 Center for Development and Research in Education, Faculty of Medicine and Health Sciences, Ghent University, Gent, Belgium
4 Vice-Dean Strategic Planning, Center for Development and Research in Education, Faculty of Medicine and Health Sciences, Ghent University, Gent, Belgium
Correspondence Address:
Sofie An Magriet Dhaese
Fazantendreef 7, Varsenare 8490
Belgium
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/1357-6283.161921
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Students who actively participate in the evaluation of their undergraduate medical curriculum become important stakeholders in decisions related to the design of the school's curriculum. Research and reports on student participation in curriculum change are scarce, and not much is known about how students personally benefit. We describe the structure and activities of engaging students in designing and improving the curriculum at the Faculty of Medicine and Health Sciences of Ghent University (Belgium). We present an example of a major curriculum change led by students, and we assess the perceptions of the students on how engagement in student curriculum committees strengthened their leadership skills. We encourage students at other schools to become active participants in the curriculum design and improvement processes of their institutions as a way to improve medical education. |
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