title: Using medical students to enhance curricular integration of cross-cultural content.
abstract: We hypothesized that an interested medical student group would be helpful in reviewing tutorial cases and giving relevant feedback on the curricular integration of cross-cultural content using case triggers in a preclinical gastrointestinal pathophysiology course. Self-selected student leaders (n = 9) reviewed pre-existing problem-based learning tutorial cases (n = 3) with cross-cultural triggers, and provided narrative feedback to course faculty. The cases were modified and used for the entire class in the following 2 years. Participating course students' comments and teaching faculty feedback were also noted. Outcomes were a change in case content, student global evaluations of the course, and self-reported faculty comfort with teaching the cases. All three tutorial cases were reviewed by a separate group of 2-3 students. Major and minor revisions were made to each case based on the student feedback. These cases were used in 2007 and 2008 and were the major change to the course during that time. Overall course evaluation scores improved significantly from 2006 to 2008 (p = 0.000). Tutors (n = 22 in 2007; n = 23 in 2008) expressed relief during tutor meetings that students had reviewed the cases. A general framework for eliciting student feedback on problem-based cases was developed. Student feedback, consisting of self-selected students' case reviews and solicited course and tutor comments, added value to a curricular reform to improve the integration of cross-cultural content into a problem-based learning curriculum. Our study underscores the fundamental link between teachers and students as partners in curricular development.
authors.affiliation: Beth Israel Deaconess Medical Center, and Harvard Medical School, 330 Brookline Avenue, Boston, MA 02215, USA. hshields@bidmc.harvard.edu
authors.forename: Helen M
authors.initials: HM
authors.lastname: Shields
authors.forename: Vinod E
authors.initials: VE
authors.lastname: Nambudiri
authors.forename: Daniel A
authors.initials: DA
authors.lastname: Leffler
authors.forename: Chitra
authors.initials: C
authors.lastname: Akileswaran
authors.forename: Edith R
authors.initials: ER
authors.lastname: Gurrola
authors.forename: Rachel
authors.initials: R
authors.lastname: Jimenez
authors.forename: Amy
authors.initials: A
authors.lastname: Saltzman
authors.forename: Peter A
authors.initials: PA
authors.lastname: Samuel
authors.forename: Kara
authors.initials: K
authors.lastname: Wong
authors.forename: Augustus A
authors.initials: AA
authors.lastname: White Iii
authors.forename: Janet P
authors.initials: JP
authors.lastname: Hafler
authors.forename: Jane N
authors.initials: JN
authors.lastname: Hayward
authors.forename: Stephen R
authors.initials: SR
authors.lastname: Pelletier
authors.forename: Richard P
authors.initials: RP
authors.lastname: O'Farrell
authors.forename: Paola G
authors.initials: PG
authors.lastname: Blanco
authors.forename: Steven M
authors.initials: SM
authors.lastname: Kappler
authors.forename: Roxana
authors.initials: R
authors.lastname: Llerena-Quinn
mesh_terms: D054521:Cultural Competency / Q000193:education*; D018864:Cultural Diversity; D003479:Curriculum; D004521:Educational Measurement; D005178:Faculty; D005246:Feedback; D018794:Problem-Based Learning; D013337:Students, Medical