Kumar Chitra, Lowrie D J, Pritchard Tracy, Kelly Lisa
College of Medicine, University of Cincinnati, Cincinnati, OH USA.
Department of Medical Education, College of Medicine, University of Cincinnati, Cincinnati, OH USA.
Med Sci Educ. 2024 Aug 2;34(6):1521-1526. doi: 10.1007/s40670-024-02129-2. eCollection 2024 Dec.
In 2020, the Dean of the University of Cincinnati College of Medicine created a college-wide task force to address inequities in the medical school curriculum. The task force consisted of four workgroups, each co-chaired by a faculty member and a student. This co-leadership model was chosen because it provided diverse perspectives and addressed the typical faculty-student power differentials. This co-leadership model balanced knowledge of medical education curriculum with the student experience. It also provided the opportunity for the co-chairs to take on new roles in leadership development: the student assumed a leadership role running the workgroup with guidance from the faculty member, while the faculty member gained insight and perspective on diversity and inclusion from the student. The purpose of this article is to describe our lessons learned during this co-leadership process.
2020年，辛辛那提大学医学院院长成立了一个全院范围的特别工作组，以解决医学院课程中的不平等问题。该特别工作组由四个工作小组组成，每个小组由一名教员和一名学生共同担任主席。选择这种联合领导模式是因为它提供了不同的观点，并解决了典型的师生权力差异问题。这种联合领导模式将医学教育课程知识与学生体验相平衡。它还为联合主席提供了在领导力发展中承担新角色的机会：学生在教员的指导下担任领导工作小组的角色，而教员则从学生那里获得了关于多样性和包容性的见解和观点。本文的目的是描述我们在这个联合领导过程中学到的经验教训。
