# Incorporating student voices into curriculum redesign efforts ![Sang Park](/sites/g/files/omnuum12666/files/styles/hwp_1_1__360x360_scale/public/vpl/files/240_sp.jpg?itok=m3gOtAlK) **Dr. Sang E. Park, Associate Professor of Restorative Dentistry and Biomaterials Sciences and Associate Dean for Dental Education**, is committed to ensuring that dental education at Harvard School of Dental Medicine (HSDM) prepares students for careers as dental practitioners while meeting the needs of its patients. Dr. Park has been instrumental in several curriculum redesigns, including the introduction of the Case Completion clinical curriculum in 2009. The most recent efforts of the Curriculum Redesign Task Force for the class for 2027 included a restructuring of the preclinical and biomedical curriculum, a strengthening of research components, and engagement of the [Scholars in Dental Education](https://drive.google.com/file/d/1zVL-7g2Orazqq5pBex0GpVfxLhimVikj/view) program to ensure the curriculum reflects the needs of students and the values of the institution. In the Spring of 2023, a new curriculum redesign effort considered HSDM students’ recommendations. A day-long [Curriculum Hackathon](https://drive.google.com/file/d/1CPabkhZnNhQfr44-ppzGz26dE9jvz3Ze/view) captured the voices of predoctoral students from across various class years. Students were assigned to four groups and asked to create their ideal curriculum which they presented to faculty judges at the end of the Hackathon. The students were expected to[ align their program design with the school’s mission and goals](https://drive.google.com/file/d/10gMeq3GI2-7dt2GHvBha-GjtuycTGpIq/view) and to take certain barriers to change into consideration (for example accreditation requirements). ![group of students who participated in the HSDM hackathon](/sites/g/files/omnuum12666/files/styles/hwp_1_1__360x360_scale/public/vpl/files/first.jpg?itok=DVF9iUbN) ## The benefits Dr. Park recalled that the discussions with students in the Curriculum Hackathon were so lively that “we had to peel students away from their tables” after it was done. . The student-produced curriculum proposals featured various consistent themes around early preclinical hands-on training, early research exposure and opportunities, and a stronger integration of biomedical, preclinical and research experience, prompting the faculty Redesign Task Force to reflect on how those components could be integrated into the new curriculum. Community engagement with the process promoted student buy in, a sense of ownership in the future of the institution, and attention to how students understand their needs as they complete their dental education. ![HSDM students during the hackathon](/sites/g/files/omnuum12666/files/styles/hwp_1_1__360x360_scale/public/vpl/files/2nd.jpg?itok=fWzGyrti) > ***“Teaching to me is not just meeting but actually driving change to meet the advances in dental education. Dental education is multidimensional: a Venn diagram of student-centeredness, assessment, and values.”*** ## The challenges Faculty were asked to judge the presentations and declare a winner, even while Hackathon organizers were clear with participants that the winning curriculum was not guaranteed to be implemented. Rather, the real payoff from the exercise was to serve as a large hands-on focus group. Setting these expectations upfront about the level of change students can expect was important to harness their enthusiasm and incorporate their inputs in some way to encourage future participation, and to avoid the dynamic where students give feedback but don’t see administrators act on it. ## Takeaways and best practices ### Embrace a Student-Centered Approach. If the aim is to make your curriculum or course flexible and adaptable to meet the needs of a new generation of learners, ask for their input. Students are key constituents in the learning process and have a unique view of their needs. Positive student responses to change are powerful forces when implementing curriculum changes. Faculty often engage with incorporating new efforts into their classrooms when it’s clear that students are pushing for change because they see the benefits for their learning. ### Comprehensive Assessment. Dr. Park advocates for assessment tools that not only measure student performance but also align with the values and mission of the school. This means shifting from a purely numbers-based approach to one that is patient-centered. In the context of clinical education, a patient-centered curriculum and assessment can lead to better patient outcomes. When students are taught to focus on the patient's needs rather than just fulfilling academic requirements, they're more likely to provide high-quality, compassionate care. ### Implement with Flexibility. Implementing a new curriculum often involves trial and error. Being flexible and open to adjustments based on student feedback and the effectiveness of different teaching strategies is key. By tailoring the curriculum to the students' interests, students are more likely to be actively involved in their learning process, which can enhance their understanding and retention of the material. ### Bottom line When designing curricula, student voices should not be overlooked. Including them in the process provides faculty and administrators with insight into their needs and preferences to better tailor programming to a new generation of students. Engaging a larger number of students helps to better identify broad themes, rather than relying on a small set of representatives. ## Related research [### Difficult conversations : how to discuss what matters most ](https://id.lib.harvard.edu/alma/99156830507403941/catalog) Everyone attempts or avoid difficult conversations every day-whether dealing with an underperforming employee, disagreeing with a spouse, or negotiating with a client. From the Harvard Negotiation Project, the organization that brought you Getting to Yes... [### Ten‐year follow‐up of patient‐centered comprehensive care using case completion curriculum ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_webofscience_primary_000636486400001) The purpose of this study was to evaluate the patient‐based comprehensive model in the student teaching practice at Harvard School of Dental Medicine (HSDM) as a result of the case completion curriculum. T [### Student staff partnership to create an interdisciplinary science skills course in a research intensive university ](https://hollis.harvard.edu/permalink/f/1mdq5o5/TN_cdi_crossref_primary_10_1080_1360144X_2015_1113969) This paper reflects upon the development of a multidisciplinary lesson plan aimed at developing science skills for Physics and Astronomy, Geographical and Earth Sciences, and Chemistry students at a research intensive Scottish university. The lesson plan... [ More Research arrow\_circle\_right ](/intopracticeresearch) ## Related resources [### Interested in learning more about the Program on Negotiation and its resources? ](https://www.pon.harvard.edu/) Check out their website. [### Looking for resources on navigating difficult moments in the classroom? ](https://bokcenter.harvard.edu/navigating-difficult-moments) Take a look at this guide from the Bok Center [### Interested in co-creating curriculum with students? ](https://itali.uq.edu.au/teaching-guidance/curriculum-design-and-review/transforming-curriculum/co-creating-curriculum-students) Check out this guide from the University of Queensland. [ More Resources arrow\_circle\_right ](/intopracticeresources) See also:- [ HSDM ](/featured-faculty/hsdm) - [ Into Practice Issues ](/practice-categories/practice-issues) - [ learning goals ](/topics/learning-goals) - [ backward design ](/coursedesign) - [ course transformation ](/coursetransformation)