Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
Empowerment of Learners through Curriculum Co-Creation: Practical Implications of a Radical Educational Theory
Teach Learn Med. 2024 Feb 8:1-7. doi: 10.1080/10401334.2024.2313212. Online ahead of print.ABSTRACTFraming the Issue: Medical education programs in the U.S. rely on the aphorism that faculty own the curriculum; that is, the specialized knowledge, skills, and attitudes of a physician are the province of the faculty to be delivered to tuition-paying students. From this view, the learner's role is one of passivity and deference. A contrasting approach, termed curriculum co-creation, frames education as a bi-lateral partnership. Co-creation results from learners, in collaboration with instructors, taking an active role in crea...
Source: Teaching and Learning in Medicine - February 9, 2024 Category: Universities & Medical Training Authors: Hugh A Stoddard Annika C Lee Holly C Gooding Source Type: research
