Incorporating Faculty and Student Co-leadership in Workgroup Structures

Area of Science:

• Medical Education
• Curriculum Development
• Health Equity

Background:

• In 2020, the University of Cincinnati College of Medicine established a task force to address curriculum inequities.
• The task force comprised four workgroups, each with faculty and student co-chairs.

Purpose of the Study:

• To describe lessons learned from a faculty-student co-leadership model in medical education.
• To highlight the benefits of diverse perspectives in curriculum reform.

Main Methods:

• Implementation of a co-leadership model pairing faculty and students in workgroup leadership roles.
• Focus on balancing subject matter expertise with student lived experiences.

Main Results:

• The co-leadership model effectively integrated diverse perspectives, addressing faculty-student power dynamics.
• Students gained leadership experience, while faculty gained insights into diversity and inclusion.
• This collaborative approach enhanced the understanding and development of the medical school curriculum.

Conclusions:

• Faculty-student co-leadership offers a valuable framework for addressing inequities in medical education.
• This model promotes mutual learning, leadership development, and a more inclusive curriculum.
• The approach successfully balanced pedagogical knowledge with the essential student perspective.