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Student Engagement in Program Evaluation: Redesigning the Premedical Curriculum Through Instructor-Learner
Panrawee Sertsuwankul1, Sethapong Lertsakulbunlue2, Mathirut Mungthin3
1Medical student, Phramongkutklao College of Medicine, Bangkok, Thailand.
Journal of Medical Education and Curricular Development
|September 8, 2025
Summary
Student involvement in curriculum redesign improved premedical education. Integrating social sciences and early patient exposure enhanced clinical relevance and alignment with preclinical learning, boosting student satisfaction.
Area of Science:
- Medical Education
- Curriculum Development
- Social Sciences in Medicine
Background:
- Premedical curricula often overemphasize basic sciences, lacking social science integration and early patient exposure.
- Student engagement in curriculum development is crucial for aligning education with learning needs.
- This study focused on enhancing the clinical relevance of a premedical curriculum by involving students as key stakeholders.
Purpose of the Study:
- To redesign and evaluate the clinical relevance of a premedical curriculum with student participation.
- To increase the integration of social sciences and early patient exposure in the premedical curriculum.
- To improve the alignment between premedical subjects and preclinical learning objectives.
Main Methods:
- A two-phase mixed-methods study using the Context, Input, Process, Product (CIPP) evaluation model.
- Phase one involved a questionnaire assessing 380 students' perceptions and open-ended suggestions for curriculum improvement.
- Phase two evaluated the revised curriculum with 90 third-year students using similar methods, employing statistical and content analyses.
Main Results:
- Initial curriculum alignment with preclinical learning was low (38.48%), with students citing limited clinical relevance.
- The revised curriculum reduced pure science subjects, integrated clinically relevant content, and included early community/patient exposure.
- Post-revision, alignment improved significantly (64.45%), and overall perception scores increased from 18.03 to 19.08 (p=.003).
Conclusions:
- A student-driven approach, guided by the CIPP model, successfully redesigned the premedical curriculum.
- The revised curriculum enhanced alignment, engagement, and preparedness for clinical training through integrated basic sciences and early exposure.
- This model promotes a more relevant and effective premedical education experience.
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