It is not about the destination but the journey: A dive into student–staff partnership processes-Reference-Cited by-同舟云学术

It is not about the destination but the journey: A dive into student–staff partnership processes

Published:2023-05-04 Issue:12 Volume:45 Page:1318-1322
ISSN:0142-159X
Container-title:Medical Teacher
language:en
Short-container-title:Medical Teacher

Author:

Suliman Shireen¹²³⁴^ORCID,Iqbal Muhammad Zafar⁵^ORCID,Könings Karen D.⁴⁶^ORCID

Affiliation:

1. Medicine Department, Hamad Medical Corporation, Doha, Qatar

2. Medicine, Weill Cornell Medicine, Doha, Qatar

3. College of Medicine, Qatar University, Doha, Qatar

4. School of Health Professions Education, Maastricht University, Maastricht, The Netherlands

5. Research Department, Altus Assessments, Toronto, Ontario, Canada

6. School of Health Sciences, University of East Anglia, Norwich, UK

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2023.2206538

Reference36 articles.

1. Is health professional education making the most of the idea of ‘students as partners’? Insights from a qualitative research synthesis

2. Bovill C Bulley CJ. 2011. A model of active student participation in curriculum design: exploring desirability and possibility. In: Rust C editor. Improving student learning: global theories and local practices: institutional disciplinary and cultural variations. Oxford: The Oxford Centre for Staff and Educational Development; p. 176–188.

3. Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships

4. Students as co‐creators of teaching approaches, course design, and curricula: implications for academic developers

5. Bovill C. 2013 b. Students and staff co-creating curricula: a new trend or an old idea we never got around to implementing? In C. Rust (Ed.) Improving student learning through research and scholarship: 20 years of ISL. Oxford: Oxford Centre for Staff and Educational Development; p. 96–108.

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