September 10, 2025Journal of Medical Education and Curricular DevelopmentOpen Access

Student Engagement in Program Evaluation: Redesigning the Premedical Curriculum Through Instructor–Learner Co-Creation

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Authors

PSPanrawee SertsuwankulPhramongkutklao Hospital SLSethapong LertsakulbunlueMinistry of Public Health MMMathirut MungthinKasetsart University

Discussion

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Implication

Mixed-methods study redesigned the premedical curriculum in collaboration with students, highlighting clinical relevance and early community exposure.

Key Points

The revised curriculum improved student alignment with preclinical learning, increasing agreement from 38.48% to 64.45%.
A 5-point Likert-scale questionnaire assessed 380 students' perceptions of curriculum relevance, revealing disconnected content issues.
Using the CIPP evaluation model, a two-phase mixed-methods approach ensured student involvement and collaborative revisions with the curriculum committee.
Statistical analyses showed significant improvements in perception scores, increasing from 18.03 ± 0.16 to 19.08 ± 0.35.

Cite This Study

Sertsuwankul et al. (2025) studied this question.

synapsesocial.com/papers/68c23b08b210217d647838fd https://doi.org/10.1177/23821205251374898

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Implication

Mixed-methods study redesigned the premedical curriculum in collaboration with students, highlighting clinical relevance and early community exposure.

Student Engagement in Program Evaluation: Redesigning the Premedical Curriculum Through Instructor–Learner Co-Creation

Discussion

Member takes

Implication

Key Points

Cite This Study

Student Engagement in Program Evaluation: Redesigning the Premedical Curriculum Through Instructor–Learner Co-Creation

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider