Whose voices should shape global health education? Curriculum codesign and codelivery by people with direct expertise and lived experience

There are contrasting opinions of what Global Health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum co-design called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health BSc curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course, and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by co-designing and co-delivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly enhance the validity of GH education

A Core Curriculum for Sociology in UK Undergraduate Medical Education

The valuable contribution of sociology to medicine has long been recognised in the UK and since 2009 the profession’s regulator, the General Medical Council (GMC), has reflected this in the learning outcomes required of all UK graduates in medicine. This recognition has created the need for support to those involved in student learning through programme design, development and delivery. This core curriculum for sociology in medical education provides a robust, evidence and practice-based means of linking sociological knowledge, content and topics to the GMC’s higher-level outcomes. The development of the core curriculum was an inclusive and collaborative process involving individuals responsible for teaching sociology in UK medical schools and a wide range of stakeholders including patient representatives, clinicians, students and medical educationalists. Our methodology was participative and orientated towards establishing consensus without sacrificing attention to diversity of views and experience. It coupled consultation with reviews of materials and research relevant to the teaching of sociology in medicine. The core curriculum comprises 6 topics. The first, entitled the sociological perspective, underpins those that follow. Taken together these topics represent a comprehensive, coherent and detailed guide to a curriculum fit for the purpose of enabling students to meet the GMC outcomes for graduates in medicine. For each topic, the document provides a guide to core learning outcomes and indicative content. The core curriculum recognises the diversity of approaches to pedagogy in medical education and also the contexts and structures within which teaching and learning take place. The curriculum identifies a range of learning and teaching opportunities such as patient involvement and the integration of sociological content into the clinical aspects of medical education. It also highlights challenges such as preserving modes and methods of assessment relevant to the demonstration of disciplinary knowledge required of students. The content of the curriculum is mapped to Tomorrow’s Doctors 2009/2015 and enables students to meet the outcomes relating to ‘scholar and scientist’ as laid down by the GMC

Collaborative educational design: exploring a more authentic co-design approach in Global Health education

There are contrasting opinions of what Global Health (GH) curricula should contain and limited discussion on whose voices should shape it. In GH education, those with first-hand expertise of living and working in the contexts discussed in GH classrooms are often absent when designing curricula. To address this, we developed a new model of curriculum co-design called Virtual Roundtable for Collaborative Education Design (ViRCoED). This paper describes the rationale and outputs of the ViRCoED approach in designing a new section of the Global Health BSc curriculum at Imperial College London, with a focus on healthcare in the Syrian conflict. The team, importantly, involved partners with lived and/or professional experience of the conflict as well as alumni of the course, and educators in all stages of design and delivery through to marking and project evaluation. The project experimented with disrupting power dynamics and extending ownership of the curriculum beyond traditional faculty by co-designing and co-delivering module contents together with colleagues with direct expertise and experience of the Syrian context. An authentic approach was applied to assessment design using real-time syndromic healthcare data from the Aleppo and Idlib Governorates. We discuss the challenges involved in our collaborative partnership and describe how it may have enhanced the validity of our curriculum with students engaging in a richer representation of key health issues in the conflict. We observed an enhanced self-reflexivity in the students’ approach to quantitative data and its complex interpretation. The dialogic nature of this collaborative design was also a formative process for partners and an opportunity for GH educators to reflect on their own positionality. The project aims to challenge current standards and structures in GH curriculum development and gesture towards a GH education sector eventually led by those with lived experience and expertise to significantly enhance the validity of GH education