Co-leadership in Medical Education
Author Information
Author(s): Kumar Chitra, Lowrie D. J. Jr, Pritchard Tracy, Kelly Lisa
Primary Institution: University of Cincinnati College of Medicine
Hypothesis
How can a co-leadership model between faculty and students improve medical education?
Conclusion
The co-leadership model enhances collaboration and inclusion in medical education, benefiting both students and faculty.
Supporting Evidence
- Co-leadership models provide diverse perspectives and address power differentials.
- Student involvement in medical education leads to better learning environments.
- Collaborative efforts between faculty and students enhance curriculum development.
Takeaway
When students and teachers work together as equals, they can make school better for everyone.
Methodology
Content analysis of co-chair reflections on their co-leadership experience.
Potential Biases
Potential for power dynamics to influence the co-leadership relationship.
Limitations
The study focuses on a specific task force and may not generalize to all educational settings.
Participant Demographics
The task force included 39 members, comprising faculty and students from the University of Cincinnati College of Medicine.
Digital Object Identifier (DOI)
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