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Evaluating Core Clerkships: Lessons Learned From Implementing a Student-Driven Feedback System for Clinical Curricula
Sarah M Russel1, Joseph R Geraghty2, Kenji R Kobayashi3
1S.M. Russel is a first-year resident, Department of Otolaryngology/Head and Neck Surgery, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina; ORCID: https://orcid.org/0000-0001-9299-8047 .
Summary
Medical students now have a greater voice in improving clinical education. A new feedback model successfully engaged students, leading to meaningful curriculum changes and enhanced leadership skills.
Area of Science:
- Medical Education
- Curriculum Development
- Student Engagement
Background:
- Medical school curricula often lack student input during clinical years.
- Preclerkship curricula typically have more student engagement than clerkship phases.
Purpose of the Study:
- To establish a student-driven feedback system for clinical medical education.
- To enhance communication between students, faculty, and administration during clerkships.
Main Methods:
- The Student Curricular Board (SCB) developed a peer-selected feedback model for third- and fourth-year students.
- Student representatives communicated concerns and tracked improvements using SOAP-Education (SOAP-Ed) notes.
Main Results:
- Third-year students reported feeling heard and valued by faculty and administration.
- Student feedback resulted in tangible changes to core clerkship curricula and feedback mechanisms.
- Clerkship directors appreciated the collaborative partnership, and students gained leadership experience.
Conclusions:
- The student-driven feedback model effectively improved clinical medical education.
- This approach fosters student engagement and valuable leadership development.
- Further assessment and expansion of the model to all campuses are planned.
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