Abstract
Becoming a doctor is an arduous task. This journey of
becoming a doctor from a student is guided by the
medical curriculum, which is defined by Kern as an
1
educational experience. Curriculum has various
components comprising of mission and outcomes,
educational strategy and content, teaching and
learning methods, assessment, student support,
faculty development, program evaluation and
2
governance. One of the main stake holders of the
curriculum are students. In advanced countries,
students have been empowered to make decisions
3
regarding their curricula. However, in authors
observation, Pakistani medical students have
minimal or no input in designing their curriculum.
Student empowerment is defined as 'any attitudinal,
structural, and cultural activity, process or outcome
where students of any age gain the ability, authority
and agency to make decisions and implement
changes in their own schools, learning and
education, and in the education of other people,
including fellow students of any age and adults
4
throughout education.
Student involvement in medical curriculum has been
stressed by World Federation for Medical Education
(WFME), Liaison Committee for Medical Education
5 6
(LCME) and ASPIRE excellence initiatives. WFME
has designed quality standards for basic medical
education, which describe the basic standard for
attainment of student engagement as “The medical
school must have a policy on student representation
and appropriate participation in the design,
management and evaluation of the curriculum, and
7
in other matters relevant to students”.
Rehan Ahmed Khan, Madiha Sajjad. (2017) Student Empowerment in Medical Education, Journal of Islamic International Medical College, Volume-12, Issue-4.
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