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Before the first class: Engaging students early in curriculum design to support program reform.

Naomi Steenhof1,2, Heather Abela1, Sheena Ye1

  • 1Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada.

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Engaging pharmacy students in curriculum design improves educational programs. This low-resource model incorporates student feedback early, enhancing program development and evaluation for better learning experiences.

Keywords:
adaptive expertisecurriculum designprogram evaluationstudent engagement

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Area of Science:

  • Pharmacy Education
  • Curriculum Development
  • Higher Education Pedagogy

Background:

  • Curriculum reform often excludes student input during the design phase.
  • A gap exists between curriculum design and student lived experiences.
  • Adaptive expertise is a key component of modern pharmacy curricula.

Purpose of the Study:

  • To develop a low-resource model for engaging Doctor of Pharmacy (PharmD) students in early-stage curriculum design.
  • To integrate student perspectives into the development of a new 3-year PharmD curriculum.
  • To establish a foundation for ongoing program evaluation through student involvement.

Main Methods:

  • Utilized orientation materials to gather initial student feedback.
  • Conducted facilitated focus groups to capture in-depth student insights on draft curriculum blocks.
  • Employed a low-resource, adaptable model for student engagement.

Main Results:

  • Captured actionable student insights that led to specific curricular improvements.
  • Established a student-informed foundation for subsequent program evaluation.
  • Demonstrated the feasibility of meaningful student engagement in upstream curriculum decision-making.

Conclusions:

  • Meaningful student engagement in curriculum design is achievable with low resources.
  • Involving students early bridges the gap between curriculum planning and educational reality.
  • This model fosters a collaborative approach to curriculum development and enhances program relevance.