Expanded partnerships between medical faculty and medical students: Developing a global health curriculum as an example of 'student-led learning' at the University of Queensland, Australia

Background Reflecting trends in medical education from didactic teaching to student-centred learning, the novel approach of student-led learning was applied at the University of Queensland (UQ) School of Medicine. This article examines the benefits, risks and limitations of curriculum development led by students. Aim The Project aimed to trial student-led development of a Global Health curriculum module for the UQ medical programme, as part of an international collaboration with related Health Sciences activities of Universitas 21 (U21). Methods The Head (Dean) of the UQ School of Medicine instigated the Project. A student Convenor was appointed to lead it and, in conjunction with faculty, to design curriculum Learning Objectives and supporting resources. Results The initial vision of the Project was greatly expanded, from an optional elective to a compulsory curriculum module with inbuilt prospective outcome measures. The module was established in less than 12 months and is now being delivered throughout the 4-year medical programme. A process for ongoing student leadership of the Project was established. Conclusion Student-led learning can be effective if given adequate support by faculty. The UQ School of Medicine's new curriculum module and collaboration with U21 promote the teaching of Global Health.