SCHOLARS COLLABORATION IN TEACHING AND LEARNING

T. Wolpaw, M.D.* and M. Gelula, Ph.D.; Case Western Reserve University School of Medicine, Cleveland, Ohio 44106, U.S.A.

PURPOSE

The reflective practice model places responsibility for  success of the learning endeavor on collaborative engagement of both learner and teacher. Could a medical school faculty development program partner faculty and students in the study of teaching and learning?

Objectives: 1) Create a learning community of faculty and students who develop as educator/scholars and create innovative projects. 2) Provide dedicated time and support for scholarly activities, self-reflection, team-building and feedback. 3) Enhance knowledge and skills in teaching and learning. 4) Enable development as educational leaders. 5) Enhance educational scholarship and productivity.

METHODS

Scholars include 10 faculty, 10 second and 10 fourth year medical students with interests in medical education and innovation. Ten project triads (one faculty member and one student at each level)  complete a one-year faculty/student development program with structured monthly curriculum and project implementation. Five senior faculty serve as mentors. The triad provides multi-tiered interaction. Faculty receive curricular and teaching feedback from learners in pre-clinical and clinical years.  Students gain insights about teaching and learning from  faculty. Triads develop curricular innovations for the School of Medicine.

RESULTS

1) A faculty development program can comfortably partner faculty and students. 2) Faculty welcome and respect student input about teaching and project development. 3) Students are interested in developing as educators and can be equal participants in the program. 4) Faculty-student teams enhance project quality and effectiveness.

CONCLUSION

Structuring a faculty development program with both faculty and students creates a safe environment for active exchange of ideas between teachers and learners.