Table 6 Co-design’s drivers in student training
From: Students as co-designers in health professional education: a scoping review
Driver | Purpose | References |
|---|---|---|
Literature in Higher Education | Highlights international efforts to engage students in designing their education, noting benefits such as increased success, employability, engagement, and improved assessment | Ha and Pepin [37], Cosker et al. [25], Greenhouse et al. [35], Tavernier and Wolfe [85] |
Quality Assurance Approaches | Includes programs aimed at recognizing excellence in medical, dental, and veterinary education internationally, and efforts to improve higher education quality in the UK | ASPIRE program (as referenced by Kayser et al. [52], Martens et al. [66], Meeuwissen et al. [72], Milles et al. [74]); Quality Assurance Agency for Higher Education (as referenced by Brook et al. [15]) |
Institutional Initiatives | Involves student co-design to improve teaching and learning outcomes within institutions | Behrend et al. [6], Bradshaw et al. [14], Harrison et al. [39], Ljungblad et al. [60], Scott et al. [84] |
Research Projects | Focus on co-design processes in specific studies to explore and validate educational methods and practices | Chamunyonga et al. [18], Kenwright et al. [54], Laugaland et al. [58], MacKenzie et al. [62], Martin et al. [67] |