The Student Curriculum Review Team: How we catalyze curricular changes through a student-centered approach

Katie W. Hsih, Mark S. Iscoe, Joshua R. Lupton, Tyler E. Mains, Suresh K. Nayar, Megan S. Orlando, Aaron S. Parzuchowski, Mark F. Sabbagh, John C. Schulz, Kevin Shenderov, Daren J. Simkin, Sharif Vakili, Judith B. Vick, Tim Xu, Ophelia Yin, Harry R. Goldberg

Research output: Contribution to journalArticle

Abstract

Student feedback is a valuable asset in curriculum evaluation and improvement, but many institutions have faced challenges implementing it in a meaningful way. In this article, we report the rationale, process and impact of the Student Curriculum Review Team (SCRT), a student-led and faculty-supported organization at the Johns Hopkins University School of Medicine. SCRTs evaluation of each pre-clinical course is composed of a comprehensive three-step process: a review of course evaluation data, a Town Hall Meeting and online survey to generate and assess potential solutions, and a thoughtful discussion with course directors. Over the past two years, SCRT has demonstrated the strength of its approach by playing a substantial role in improving medical education, as reported by students and faculty. Furthermore, SCRTs uniquely student-centered, collaborative model has strengthened relationships between students and faculty and is one that could be readily adapted to other medical schools or academic institutions.

Original languageEnglish (US)
Pages (from-to)1008-1012
Number of pages5
JournalMedical teacher
Volume37
Issue number11
DOIs
StatePublished - Nov 2 2015

ASJC Scopus subject areas

  • Education

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    Hsih, K. W., Iscoe, M. S., Lupton, J. R., Mains, T. E., Nayar, S. K., Orlando, M. S., Parzuchowski, A. S., Sabbagh, M. F., Schulz, J. C., Shenderov, K., Simkin, D. J., Vakili, S., Vick, J. B., Xu, T., Yin, O., & Goldberg, H. R. (2015). The Student Curriculum Review Team: How we catalyze curricular changes through a student-centered approach. Medical teacher, 37(11), 1008-1012. https://doi.org/10.3109/0142159X.2014.990877