Medical students as co-creators in curriculum development
Medical students as co-creators in curriculum development
Students as co-creators have had a significant impact on the major curriculum reform at Charité Universitätsmedizin Berlin (Charité) in its transition from a traditional, discipline-based to an integrated, competency-based undergraduate programme.
In this session, the presenters shared their experiences and perspectives on the key role students played in the curriculum development process. Both the student engagement and curriculum development at Charité have been acknowledged with ASPIRE-to-excellence Awards by the Association for Medical Education in Europe (AMEE).
Students as co-creators have had a significant impact on the major curriculum reform at Charité Universitätsmedizin Berlin (Charité) in its transition from a traditional, discipline-based to an integrated, competency-based undergraduate programme.
In this session, the presenters shared their experiences and perspectives on the key role students played in the curriculum development process. Both the student engagement and curriculum development at Charité have been acknowledged with ASPIRE-to-excellence Awards by the Association for Medical Education in Europe (AMEE).
Professor Harm Peters is Professor of Medical Education and Director of the Dieter Scheffner Center for Medical Education at the Charité. He has been actively involved in education reform initiatives for more than two decades, both as a teacher and curriculum developer. As head of the project team, Harm Peters played a key role in the recent major curriculum reform of the undergraduate medical program at the Charité. He is president of the Association of Medical Schools in Europe (AMSE) and executive committee member of the Association for Medical Education in Europe (AMEE).
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Dr Agata Mossakowski is a neurologist at Charité. After graduation, she moved to Berlin because it offered an “experimental” medical curriculum, enrolling 10% of its students into the “reformed track”. From the start, she was a fan of innovations in medical education.
As a representative of the student council and student member of the project team, she was heavily involved in the major curriculum reform of the undergraduate medical program at the Charité. |
Ronja Mothes is a physician scientist at the Charité and currently doing her PhD in COVID-19 research. She was among the first students who started learning Medicine in the entirely innovative “model” curriculum in 2010. When she began, only three semesters of the 6-year Medicine course had been planned in detail. With the first patient contact in week one of her studies, she was convinced about the principles of the novel study course and became actively involved as a student representative in committees of the faculty, the module planning groups and the project team. After her medical graduation she is now head of a module and teaching PBL herself.
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