Engaging Medical Students in Curriculum Design: Evaluating a Model for Active Participation and Co-Creation of an Elective Course Curriculum

Abstract

Introduction: Engaging medical students in curriculum design provides numerous advantages, fostering a more effective, student-centered learning experience. As the primary "consumers” of the curriculum, students have a unique perspective on its strengths and areas for improvement. The integration of elective courses into medical curricula yields many advantages for medical students. This study aimed at evaluating learners’ involvement in the curriculum design process of an elective course by exploring their perceptions. Methods: A total of 277 final-year medical students, in a single institution, were enrolled in the elective course. They learned how to apply the six-step approach to curriculum design. Students identified their own learning needs and selected educational materials aligned with their learning goals. By the end of the course, they were required to write a reflective essay evaluating their experience. A deductive content analysis approach was employed while being guided by the 3 core psychological needs of self-determination theory. Results: Analyzing the reflective writing, we identified 33 codes that were grouped under 11 subthemes and 6 themes. The emerging themes included learning control, decision-making, skill development, confidence building, social connection, and community integration. Conclusion: Learners’ participation in curriculum design could positively influence their perception of learning autonomy, academic and professional competence, and connection to the learning community. We recommend that medical education programs incorporate structured learner participation in curriculum design to enhance autonomy, competence, and relatedness. Keywords: co-creation, curriculum design, self-determination theory, autonomy, competence, relatedness