Zack Gratz, BS; Alexa Kambol, MMP; Priscilla Vazquez, BS; Cameron Otto, BS; Hunter D’Acquisto, BS; Benjamin Bray, BS; Lauren Parsons, MD; Teresa Patitucci, PhD
WMJ. 2026;125(1):91-94.
ABSTRACT
Background: In recent years, there has been an increasing drive to meaningfully engage students as partners and co-creators in teaching and learning.
Methods: Student-faculty partnerships were formed to optimize student satisfaction with select learning activities in a medical school course during the 2023-2024 and 2024–2025 academic years.
Results: The first year of co-creation yielded 6 novel patient-based discussion activities, which scored 5.23/6 on required student evaluations, while the second year focused on end-of-week review sessions that demonstrated significant improved evaluation scores from 2023-2024 to 2024-2025.
Conclusions: Initial implementation of co-creation proved beneficial for both students and faculty involved in course design, as well as for learners. Developing an institution-wide, structured co-creation model may further support and sustain such collaborations.