Medical education from the point of view of medical students: Results from four participatory Delphi panels in Quito, Ecuador

• Published in: Medical teacher 2020-09, Vol.42 (9), p.1051-1057
• Main Authors: Estrella Porter, P. D., Ayala Mullo, J. F., Barba Carrera, D. A., Barros Castro, A. X., Cabascango Vasquez, E. S., del Castillo Arellano, J. C., Condo Espinel, P. X., Eid Arellano, E. G., Estrella Porter, J. A., Falconi Paez, A. C., Fierro Valle, M. C., Gallegos Miranda, P. J., Guerra Velastegui, A. R., Guevara Baez, D. C., Jara Santamaria, B. D., Lopez Diaz, J. A., Mejia Viana, J. C., Moya Quitto, G. F., Muenala, P. M., Muenala, T. C., Nicolalde López, B. I., Oquendo Carrera, A. D., Ordoñez Paz, A. L., Ortiz Duque, E. F., Palacios Granda, M. C., Pantoja Borja, N. S., Puga Martinez, S. E., Rueda Ordoñez, C. J., Soto Gutierrez, L. P., Tixi Tapia, G. E., Torres Moscoso, M. B., Vaca Porras, M. A., Viteri Suárez, M. I., Guillemot, J. R.
• Format: Article
• Language: English
• Subjects: change; Curricula; curriculum infrastructure; Medical education; medical education research; Medical students; Policy making; Questionnaires; Research Methodology; Research Skills; Student Improvement; Student support
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2020.1792865

Medical curricula have historically been designed in a top-down approach, usually excluding students. While Delphi panels have been used as a tool for medical education curricula design, none have been conducted in Ecuador. In addition, no such approach has ever included students both as panelists and researchers. Four Delphi panels were developed and conducted using a participatory approach that allowed medical students to take part both as expert panelists and researchers: specifically, students developed the questionnaire and conducted a qualitative synthesis. Questionnaire responses were anonymized and dispatched online to panelists. The information was organized and collected to develop the qualitative syntheses and prepare the final statements. Thirty-two medical students participated between February and May 2018. A total of 32 questions were developed, corresponding to five different categories. For some questions, consensus was reached; for other questions, general statements were obtained. Discussion and conclusion: Developing the questionnaire, responding to it and analyzing the answers allowed students to raise significant concerns regarding medical education topics proposing relevant policy and curricula change. Participatory Delphi panels can be an efficient tool to obtain organized feedback, improve student class involvement, and promote research skills.