Faculty and students perceive common tenets associated with medical student curriculum reform

dc.creator	Alexandria J. Bear
dc.creator	Deborah Simpson
dc.creator	Diane Brown
dc.creator	Dawn Bragg
dc.creator	Karen Marcdante
dc.date	2013-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:19Z
dc.date.available	2015-07-20T22:05:19Z
dc.identifier	10.5116/ijme.5221.ad07
dc.identifier	2042-6372
dc.identifier	https://doaj.org/article/fea2f3a644d54d368a700474d7997d36
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/9664
dc.identifier.uri	https://doaj.org/article/fea2f3a644d54d368a700474d7997d36
dc.description	Objectives: Medical school faculty and students actively engaged in curriculum reform often experience angst. Change management literature emphasizes that grounding change in common values is critical to managing stakeholder angst and ultimately successful change. However the literature provides only limited descriptions of the shared underlying features as perceived by faculty and students associated with curriculum reform. This study sought to bridge this gap by identifying the underlying student and faculty beliefs associated with success in medical student education programs and reform. Methods: A qualitative study approach using an appreciative inquiry interview methodology was selected given its proven success as an inquiry technique for change management. To identify cross-cutting curriculum success tenets, a purposeful sample of 24 stakeholders participating in an established curriculum and/or new integrated curriculum were selected: 12 students and 12 faculty seven of whom were curriculum/college leaders. Two rounds of appreciative inquiry interviews focusing on successes associated with medical student education were conducted. Interviews were digitally recorded, transcribed, coded, and then analyzed to delineate common themes and cross-cutting tenets using constant comparative methodology. Results: Analysis revealed six underlying themes associated with success for students and faculty: engagement of students and faculty in education, sense of community and collaboration, faculty/student relationships, active learning, faculty excitement/willingness to teach leads to impactful student learning, and identity/professional formation. Conclusions: The identified tenets associated with successful medical student education programs can be used to manage a critical element of curriculum form: stakeholder change angst.
dc.language	English
dc.publisher	IJME
dc.relation	http://www.ijme.net/archive/4/tenets-medical-education-success.pdf
dc.relation	https://doaj.org/toc/2042-6372
dc.rights	CC BY
dc.source	International Journal of Medical Education, Vol 4, Pp 186-192 (2013)
dc.subject	curriculum change planning
dc.subject	faculty development
dc.subject	educational evaluation
dc.subject	qualitative
dc.subject	appreciative inquiry
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Faculty and students perceive common tenets associated with medical student curriculum reform
dc.type	Article