Navigating the Complexities of Undergraduate Medical Curriculum Change: Change Leaders’ Perspectives

Velthuis, Floor; Varpio, Lara; Helmich, Esther; Dekker, Henk; Jaarsma, Debbie

doi:10.1097/acm.0000000000002165

Cited by 30 publications

(30 citation statements)

References 12 publications

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“…LICs are very different from a block rotation-based clinical curriculum and implementing change even for a small cohort LIC that runs alongside an existing curricular structure is challenging. As with any proposed change, attention needs to be given to the process of change which starts with defining and then sharing a vision, followed by broad and enduring consultation with relevant groups, making decisions about the practicalities and then implementing, maintaining, evaluating and developing the changes [24,25].…”

Section: Guideline 1: Manage Change Proactively With a Focus On Buildmentioning

confidence: 99%

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

Bartlett¹,

Couper²,

Poncelet³

et al. 2020

Perspect Med Educ

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Introduction The longitudinal integrated clerkship is a model of clinical medical education that is increasingly employed by medical schools around the world. These guidelines are a result of a narrative review of the literature which considered the question of how to maximize the sustainability of a new longitudinal integrated clerkship program. Method All four authors have practical experience of establishing longitudinal integrated clerkship programs. Each author individually constructed their Do's, Don'ts and Don't Knows and the literature that underpinned them. The lists were compiled and revised in discussion and a final set of guidelines was agreed. A statement of the strength of the evidence is included for each guideline. Results The final set of 18 Do's, Don'ts and Don't Knows is presented with an appraisal of the evidence for each one. Conclusion Implementing a longitudinal integrated clerkship is a complex process requiring the involvement of a wide group of stakeholders in both hospi

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Section: Guideline 1: Manage Change Proactively With a Focus On Buildmentioning

confidence: 99%

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

Bartlett¹,

Couper²,

Poncelet³

et al. 2020

Perspect Med Educ

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“…When there is no official definition of IPE to rally round, it makes it more difficult for both the medical programme and the nursing programme to find mutual benefits across the borders of the two professions and hence facilitate practical and joint implementation. Within the IPE frame of educational leaders, IPE was also perceived to represent educational change which has shown often triggers different types of resistance within health professions education environments (McGrath et al, 2016;Velthuis et al, 2018), and the study suggests that it becomes problematic to implement change without perceived support from the senior level leadership. The need for senior organisational support to successfully implement and sustain IPE is a key issue which has been widely reported in the IPE literature (Barr et al, 2005;Bennett et al, 2011;Brewer, 2016;Ginsburg & Tregunno, 2005;Steinert, 2005).…”

Section: Discussionmentioning

confidence: 95%

Framing IPE. Exploring meanings of interprofessional education within an academic health professions institution

Sundberg

Reeves

Josephson

et al. 2019

Journal of Interprofessional Care

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This paper reports a qualitative study that explored the meanings of interprofessional education (IPE) by comparing and contrasting educational leaders' perceptions with educational policy documents at an academic health professions education institution in Scandinavia. The study used Goffman's frame analysis to identify two frames of IPE by illuminating issues related to the definition, rationale, and presentation of IPE. A directed content analysis to identify these three aspects of IPE was conducted on semi-structured interviews with nine educational leaders who were overseeing the development of IPE, as well as on the institution's regulatory IPE documentation. Differences regarding definition, rationale, and presentation of IPE between the institutional regulatory IPE frame and the IPE frame of the educational leaders were found which implied difficulties for the educational leaders regarding the implementation of IPE. Based on the study's findings, the paper argues that creating awareness of the differences in meanings of IPE between different perspectives within an academic education institution is an important factor to consider when creating future organisational structures and faculty development programmes in connection to IPE.

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“…Rather, a shift is taking place from leader-centred theories to understanding leadership impact based on shared, collaborative, and distributed approaches (McKimm and Lieff 2013). There is increasing recognition that situational (or adaptive) leadership is required to address the complexity inherent in the academic environment (Velthuis et al 2018). As leadership in HPE is multi-layered, within the reality of (medical) school hierarchies, one might be a leader and a follower at the same time (McKimm and O'Sullivan 2016).…”

Section: A Further Exploration Of Leadership In Health Professions Edmentioning

confidence: 99%

Advancing quality culture in health professions education: experiences and perspectives of educational leaders

Bendermacher

Dolmans

Grave

et al. 2020

Adv in Health Sci Educ

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The concept of quality culture has gained increased attention in health professions education, drawing on insights that quality management processes and positive work-related attitudes of staff in synergy lead to continuous improvement. However, the directions that guide institutions from quality culture theory to educational practice have been missing so far. A prospective qualitative case study of three health professions education programmes was conducted to explore how a quality culture can be enhanced according to the experiences and perspectives of educational leaders. The data collection was structured by an appreciative inquiry approach, supported with vignette-based interviews. A total of 25 participants (a selection of course coordinators, bachelor coordinators and directors of education) reflected on quality culture themes to learn about the best of what is (Discover), envision positive future developments (Dream), identify actions to reach the desired future (Design), and determine how to support and sustain improvement actions (Destiny) within their own educational setting. The results are presented as themes subsumed under these four phases. The experiences and perspectives of educational leaders reveal that peer learning in teams and communities, attention to professional development, and embedding support- and innovation networks, are at the heart of quality culture enhancement. An emphasis on human resources, (inter)relations and contextual awareness of leaders stood out as quality culture catalysts. Educational leaders are therefore encouraged to especially fuel their networking, communication, coalition building, and reflection competencies.

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Navigating the Complexities of Undergraduate Medical Curriculum Change: Change Leaders’ Perspectives

Cited by 30 publications

References 12 publications

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

Framing IPE. Exploring meanings of interprofessional education within an academic health professions institution

Advancing quality culture in health professions education: experiences and perspectives of educational leaders

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Navigating the Complexities of Undergraduate Medical Curriculum Change: Change Leaders’ Perspectives

Cited by 30 publications

References 12 publications

The do’s, don’ts and don’t knows of establishing a&nbsp;sustainable longitudinal integrated clerkship

The do’s, don’ts and don’t knows of establishing a&nbsp;sustainable longitudinal integrated clerkship

Framing IPE. Exploring meanings of interprofessional education within an academic health professions institution

Advancing quality culture in health professions education: experiences and perspectives of educational leaders

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Product

Resources

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The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship