Student representation in managing the medical curriculum

T he aim of any medical course is to equip the participants with the necessary training to become competent doctors. Indeed, students pay medical school tuition fees in the expectation of achieving this goal. Based on learning objectives specified by the General Medical Council (GMC), UK medical schools develop an undergraduate curriculum that details what medical students should be taught. Through self-reflection, discussion with medical educators elsewhere and review by the GMC, course organisers at medical schools are able continually to review the theoretical curriculum and determine what changes should be made to ensure that the school best meets its objectives. Despite all this effort, however, the best form of market research is to speak to the consumers directly. Throughout the course, medical students see the curriculum in action and will all have opinions on how useful it is. Through direct experience, medical students become experts in the implemented curriculum and are therefore well placed to evaluate it. Since the modern medical curriculum teaches and promotes the use of constructive criticism to evaluate performance, medical students are well qualified to give feedback on the curriculum. Indeed, there is evidence to suggest that student evaluation is crucial for curriculum revision and feedback. Furthermore, as paying customers, medical students are entitled to voice their opinions about the teaching they are receiving – and medical students are often very forthcoming and vocal in their criticism of course components, whether their views are solicited or not!