Engaging medical and dental students in curriculum committees: Faculty insights and expectations

Abstract

Objective: To explore faculty insights about the undergraduate medical students’ participation in the curriculum committees.

Methodology: An exploratory approach to qualitative study design was adopted. Four focus group discussions were conducted in two medical and two dental colleges of Khyber Pakhtunkhwa, based on a piloted and validated guide, over a period of six months July 2021-January 2022. The audio recordings were transcribed verbatim. Anonymity was ensured, and thematic analysis of the transcripts was undertaken using the investigator triangulation.

Results: Two hundred and seven narrated codes were condensed to fifty codes after screening. Six overarching themes were derived from sixteen identified subthemes. The theme ‘emotional engagement’ specifies that students feel satisfied and empowered in the curriculum development process. The theme ‘cognitive engagement’ helps in gaining knowledge and critical thinking skills. The theme ‘physical engagement’ indicates that the student’s physical involvement would enhance leadership skills. The theme ‘Feedback and change in the educational environment’ encompasses the expected changes in the teaching environment and modes of information transfer following the incorporation of students’ suggestions. The theme Students’ stake ship in curriculum committees highlights the barriers to students’ participation in curriculum committees. The theme of ‘curricular reforms’ suggests the receptive areas for the students’ participation in the curriculum and student development.

Conclusion: The student’s engagement has emotional, cognitive, and physical dimensions. The reservations of teaching faculty about the students’ participation in curriculum committees have to be considered.