Co-creating the coaching program in the new MHPE
Embarking on significant changes in education, like a curriculum revision or transforming face-to-face education into an online format, can be challenging for all those involved. However, that does not automatically imply that stakeholders do collaborate in such a design process. There has been an even louder call for a changed role for students and their engagement as important partners in the medical education process.
Ronald Harden articulated their roles in his blog (April 13, 2021, https://www.mededworld.org/hardens-blog/reflection-items/April-2021/HARDEN-S-BLOG-The-New-Norm-A-changed-role-for-stud.aspx). This is what we actually did in the context of the development of the coaching program in the revised MHPE curriculum.
Recently, students who will start the MHPE in May, MHPE alumni, and staff from Maastricht University and the partner institutions participated in online co-creation sessions. In a multicultural, multi-disciplinary group of 22 people worldwide, we discussed how to define coaching, what are responsibilities of coach and coachee, and how to organize the coaching. It was a first-hand experience at understanding the systems and processes that create a curriculum for new students. It was exhilarating to be considered as an essential stakeholder in the co-creation process, where their voice and inputs were heard and acted upon. The alumni's thoughts contributed to designing the new curriculum's coaching process using their past experiences with the old curriculum and their deep understanding of the new curriculum, theoretical framework, and outcomes. The dynamic roles of the coaches and students were discussed to find the best fit for each stage of the two-year MHPE curriculum.
Co-creation was a new experience for many of the participants, but we have realized how inspiring it was to bring together the experience and expertise of all stakeholders. We collaborated during the online sessions using digital tools, like breakout rooms, padlet, and google docs, which enabled very interactive sessions. The small group discussions helped to build a personal connection amongst the stakeholders and break the ice. It paved the way for the exchange of thoughts and ideas, and collaborative group work. Every session was well-structured. The participants were enthusiastic and willing to pitch in with their suggestions, which can be attributed to a safe atmosphere to speak up and constructive discussions.
We will continue the co-creation process during the implementation of the coaching in the upcoming year, as student engagement in the implementation phase of educational changes is of utmost importance. If you feel also inspired to start a co-creation project, you can find some guidelines in the AMEE-guide on learner involvement in the co-creation of teaching and learning (https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2020.1838464). Or, join the SHE Special Interest Group “Co-design and educational change”.
On behalf of all participants,
Jyotsna S.
Abdullah Al Ghamdi
Karen Könings – kd.konings@maastrichtuniversity.nl