The Co-creation Process for Enhancing the Potential of Collaborative Learning in the Context of Health Professions
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Abstract
Collaborative learning is a learning method that depends on collaboration between students. Nevertheless, in current educational practices, these learning patterns are often designed solely by instructors, which may not align with diverse needs of all students. Student engagement directly affects the quality of collaborative learning. Co-creation, as a method, not only enhances student engagement in the learning process but also improves the design of various learning activities. This article aims to present principles, types, components, strengths, and considerations for co-creation in various contexts, as well as practical applications to promote collaborative learning patterns within the specific context of each institution.
Co-creation relies on the collaborative efforts of learners, educators, stakeholders and patients in developing teaching and learning practices, emphasizing the importance of equal inputs from all parties. This collaborative approach can result in teaching and learning practices that are well-suited to the context of all stakeholders involved. Nevertheless, co-creation presents various considerations, from student to institutional levels. For example, there is a need to establish an effective collaboration between students and teachers, requiring adaptability to maximize efficacy. Therefore, initiating co-creation should be approached thoughtfully and systematically. Moreover, if executed appropriately, co-creation can lead to a better understanding among learners, stakeholders, and patients, enabling the design of collaborative learning patterns tailored to the context of each institution, and even facilitating wider adoption across other institutions.
Keywords: co-creation, collaborative learning, student engagement, medical student
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