“I don't think the problem's the student…I think it's us”: Engaging faculty in curriculum innovation

Abstract

Purpose The need to innovate predoctoral dental education is well established; however, there are few recent reports to guide substantial curriculum transformation. The purpose of this study was to describe faculty perspectives on their vision of future graduates, curriculum needs, and potential barriers to a successful redesign. This information would be used to inform strategic planning for the predoctoral curriculum transformation. Methods Eighty full‐time faculty from the University of North Carolina Adams School of Dentistry participated in 60‐minute focus groups in March 2018. Focus group questions were developed to elicit perceptions about the current curriculum, what the dental graduate should know in 2040, and what is needed to engage faculty in curriculum change. Transcripts of the focus group sessions were analyzed by a third‐party research group using qualitative thematic analysis to identify pertinent themes shared by participants. Results Faculty identified that developing clinical skill that engages multiple specialties, student time to engage in advocacy activities, and opportunities to integrate biomedical, clinical, and behavioral sciences as critical features of the curriculum. They believed the 2040 graduate should be able to critically evaluate literature, exhibit strong leadership skills, and adapt to the changing healthcare environment. To better engage faculty in curriculum change, there needs to be dedicated time, sufficient resources, a clear plan, and greater collaboration across the school. Conclusion When embarking on curriculum transformation, engagement with faculty is a critical component of the change process. Focus groups can be used as a technique to better understand faculty perspectives about curricular needs and the overall vision.

How to create a faculty‐centered curriculum support system: Launching the Academic Support Center (ASC) to inspire excellence in curriculum change

“…In this research, we identified opportunities to better support faculty during curriculum change through the creation of the ASC. This needs assessment demonstrated faculty encounter numerous pain points such as time, resources, knowledge, confidence, organizational structure, and culture; these findings were consistent with previous research about challenges in curriculum change process 18 . Moreover, faculty identified three opportunities to address these pain points including the support of teaching and learning practices, enhancing the faculty experience, and assisting with education evaluation and scholarship.…”

“…A challenge during significant moments of change—such as substantial curriculum revisions—is promoting faculty engagement and ensuring their perspective remains visible 14,15,18 . In this research, we identified opportunities to better support faculty during curriculum change through the creation of the ASC.…”

“…The UNC Adams School of Dentistry is conducting a transformative curriculum redesign, referred to as the Advocate, Clinician, Thinker Curriculum 24,27 . Early research conducted by the School identified faculty support as a primary concern for an effective transition; therefore, the Dean committed to establishing the ASC to assist faculty during the curriculum change and to sustain the new curriculum moving forward 18 . A Director for the ASC (Michael D. Wolcott) was hired in October 2018 and began work in November 2018.…”

“…A consistent challenge acknowledged by institutions is how to best manage and support curriculum change processes 13–18 . Moreover, curricula change initiatives must remain adaptive to emergent challenges, such as the adoption of an Integrated National Board and the novel coronavirus (COVID‐19) pandemic 19–23 .…”

“…One approach is to ensure frequent engagement and collaboration with key stakeholders, especially faculty members 14,15,18 . Faculty often request clear expectations of the curriculum change with a well‐articulated design framework that incorporates education experts to facilitate 18 . During substantial curricular revisions, faculty support needs often become heightened.…”