Moving toward co-production: A collaborative process for implementing movement behaviour curricula in undergraduate medical education


Numerous "calls to action" have pressed medical schools to teach physical activity content in their overinflated curricula. Often, these efforts have neglected medical education stakeholders' views and the complexity of the medical school context, such as competency-based education. Unsurprisingly, few medical schools have sustainably implemented physical activity curricula. Further, with Canada's new 24-Hour Movement Guidelines (24HMG), focus has shifted to a continuum of movement behaviours (i.e., physical activity, sedentary behaviour, and sleep), which adds further challenges. Therefore, a novel process for embedding content on all movement behaviours, in collaboration with stakeholders, within an overcrowded curriculum is needed. This study aimed to investigate 24HMG content in the Queen's University School of Medicine and develop an integrated process for competency-based curriculum mapping. Using integrated knowledge translation, medical education stakeholders (10 faculty, three medical student representatives) were involved as equal collaborators in a two-phased environmental scan of the 2019-2020 curriculum. In phase one, the learning management system was searched for content (learning events) related to the 24HMG. In phase two, stakeholders completed an online survey to confirm phase one findings and list additional learning events. Findings indicated seven learning events on physical activity, one on physical activity and sedentary behaviour, and none on sleep. Subsequently, curriculum mapping was performed to fill curricular gaps. Three new learning events and modifications to four learning events were suggested to incorporate content on all 24HMG behaviours. Implications include a novel process for integrating competency-based content in a minimally invasive way that acknowledges the complexity of medical education.

Acknowledgments: The authors would like to acknowledge the stakeholders who contributed to phase two of the curriculum scan, including Alexa Caturay, Michelle Gibson, Mary Hoekstra, Robyn Houlden, Dileas MacGowan, Leah Nemiroff, Maddie O'Connor, and Stuart Reid.