Co-learning and co-teaching in a newly introduced research learning community

Area of Science:

• Medical Education
• Digital Learning
• Collaborative Learning

Background:

• Traditional clerkships focus on individual research skill development.
• The COVID-19 pandemic necessitated digital education solutions for clerkships.
• The study aimed to maintain clerkship quality with increased student numbers and limited staff.

Purpose of the Study:

• To evaluate a redesigned research clerkship using a research learning community (RLC) model.
• To assess the effectiveness of co-teaching and co-learning in a digital environment.
• To explore student and faculty experiences with the RLC model.

Main Methods:

• A qualitative study involving 14 students and 7 faculty members.
• Implementation of a research learning community (RLC) with digital platforms.
• Data collection through focus group interviews and student reports, analyzed via thematic content analysis.

Main Results:

• Students valued peer assistance, uncertainty management, and learning beyond individual projects.
• Faculty reported professional development gains from co-teaching and co-learning.
• The RLC model facilitated interdisciplinary learning via a digital platform.

Conclusions:

• Embedding clerkships in an RLC is a viable alternative to individual projects for developing research skills.
• Co-learning and co-teaching benefit professional development for both students and faculty.
• Common learning goals, alongside individual objectives, are recommended for curriculum adaptation.