title: The Student Curriculum Review Team: How we catalyze curricular changes through a student-centered approach.
abstract: Student feedback is a valuable asset in curriculum evaluation and improvement, but many institutions have faced challenges implementing it in a meaningful way. In this article, we report the rationale, process and impact of the Student Curriculum Review Team (SCRT), a student-led and faculty-supported organization at the Johns Hopkins University School of Medicine. SCRT's evaluation of each pre-clinical course is composed of a comprehensive three-step process: a review of course evaluation data, a Town Hall Meeting and online survey to generate and assess potential solutions, and a thoughtful discussion with course directors. Over the past two years, SCRT has demonstrated the strength of its approach by playing a substantial role in improving medical education, as reported by students and faculty. Furthermore, SCRT's uniquely student-centered, collaborative model has strengthened relationships between students and faculty and is one that could be readily adapted to other medical schools or academic institutions.
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Katie W
authors.initials: KW
authors.lastname: Hsih
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Mark S
authors.initials: MS
authors.lastname: Iscoe
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Joshua R
authors.initials: JR
authors.lastname: Lupton
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Tyler E
authors.initials: TE
authors.lastname: Mains
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Suresh K
authors.initials: SK
authors.lastname: Nayar
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Megan S
authors.initials: MS
authors.lastname: Orlando
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Aaron S
authors.initials: AS
authors.lastname: Parzuchowski
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Mark F
authors.initials: MF
authors.lastname: Sabbagh
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: John C
authors.initials: JC
authors.lastname: Schulz
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Kevin
authors.initials: K
authors.lastname: Shenderov
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Daren J
authors.initials: DJ
authors.lastname: Simkin
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Sharif
authors.initials: S
authors.lastname: Vakili
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Judith B
authors.initials: JB
authors.lastname: Vick
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Tim
authors.initials: T
authors.lastname: Xu
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Ophelia
authors.initials: O
authors.lastname: Yin
authors.affiliation: a The Johns Hopkins University School of Medicine , USA.
authors.forename: Harry R
authors.initials: HR
authors.lastname: Goldberg
mesh_terms: D015142:Baltimore; D003479:Curriculum / Q000592:standards*; D003657:Decision Making; D005246:Feedback; D006126:Group Processes; D006801:Humans; D058996:Quality Improvement / Q000458:organization & administration*; D012577:Schools, Medical; D013337:Students, Medical