‘Mind the gap’: a student-led informal curriculum to enhance professional practice

Abstract

In 2015, the board of a major UK provider of medical continuing professional development (CPD) approved the launch of a student-led academic division to address proposed deficits in formal curricula. Eighty-two undergraduate representatives from 28 medical schools were recruited to identify prevalent professional challenges where additional knowledge and skills could support graduates in their future practice. Four domains were prioritised: leadership and management, teamwork, teaching and engagement with policy-making. An annual programme was designed, commissioned and coordinated by medical students. Each component varied in scale and scope, from an initiative equipping students to draft and influence education policy to a conference signposting towards clinical leadership roles. All aligned to at least one of the four domains, either in content or by process (eg by appointing students to deliver small-group teaching). Demand for – and impact of – the programme was assessed via mixed methods, monitoring attendance, ratings on a Likert scale and free-text feedback. Data were anonymised by the hosting CPD institution before release to the student programme directors.