Table 3 Three main themes, their subthemes, and activities or definitions extracted relating to SE in HPE policy and decision-making
Main themes | Subthemes | Activities or definitions | References | |
|---|---|---|---|---|
1. Models of SE | 1. Organization | • Establish formal and well-structured models defined in the organizational chart to ensure long-term and sustainable SE. • Contribute to: ° Curriculum reform and co-direction (pre-clerkship and clerkship curriculum) ° Develop feedback and evaluation processes ° Expand innovative educational policies and guidelines • Examples of formal models include: ° Student Workgroup on Medical Education (SWME) ° Student Curricular Board (SCB) ° Partnered Educational Governance (PEG) ° Centre for Medical Education (CME) ° Student Module Co-directors ° Student Curriculum Review Team (SCRT) | ||
2. Programs | • Utilize informal models or less structured committees and groups for short-term SE • Prepare management, leadership or advisory roles to embrace student-initiated policies for educational and institutional development • Examples of informal models include: ° Health Systems Science (HSS) ° Education Representatives program (Ed Reps) | |||
3. Perspective | • Utilize cross-sectional surveys and interviews • Aim to incorporate student insights and opinions into curricular and staff development • Example: ° School of Medicine Resources Management System (SOMRMS) | |||
2. Influencing factors | 1. Structural factors | • Establish a well-structured and centralized SE organization • Encourage regular attendance at meetings • Ensure an appropriate balance of student power • Adopt a top-down management approach • Incorporate SE in curricular research projects, surveys, and need assessments. • Encourage students to independently organize themselves • Select new student members through an independent process led by the student committee • Promote clarity and transparency in defining and communicating roles and objectives • Continuously evaluate engagement models or programs | ||
2. Environmental factors & institutional culture | • Foster a culture that prioritizes SE and values their opinions and feedback • Create a supportive environment that encourages them to express their views | |||
3. Motivational Factors | • Consider internal sources such as: ° Personal growth ° Building competencies ° Extracurricular activities ° Community service ° Improving education | • Explore external sources including: ° Rewards ° Financial support ° Seed grants ° Final scores | ||
4. Members characteristics | • Evaluate personal attributes including: ° Maturity ° Entrepreneurial spirit ° Responsibility ° Leadership ° Passion for education ° Self-confidence ° Diplomacy | ° Open-mindedness ° Critical thinking ° Collaboration • Review candidates’ resumes and past SE activities • Seek faculty/staff members who value students’ opinions and are passionate about SE | ||
5. Training and mentoring | • Develop formal training programs for students and faculty/staff in the following areas: ° Constructive feedback skills ° Effective communication ° Leadership ° Familiarity with the HPE • Provide sufficient orientation about school policies and current issues • Facilitate mentoring of junior members by senior representatives • Ensure smooth transition of responsibilities and provide coaching to new representatives | |||
6. Members relationship | • Work collaboratively based on the following: ° Reciprocal communication ° Equality ° Mutual respect ° Trust ° Open dialogues • Provide a non-threatening environment and safe space to share ideas • Ensure coordination among student representatives, consensus building, and adequate preparation for meetings | |||
7. Valuing and recognizing SE | • Ensure that students’ input is valued and acted upon • Recognize and celebrate the unique ideas and achievements of SE through meetings, institutional newsletters, and social media • Engaged students showcase their accomplishments and share their activities with the broader community through town halls, social media, bulletins, formal meetings, and face-to-face communications | |||
3. Outcomes & achievements | 1. Systems | • Benefits to the whole university/school ° Improve the identification of system issues ° Enhance quality assurance, curriculum development, and faculty/staff development for greater efficiency | ||
2. Members | • Benefits to the engaged members ° Recognize the impact of leadership roles on students’ future occupations ° Foster the establishment of beneficial networks among students ° Empower students’ soft skills | |||