When disruption strikes the curriculum: Towards a crisis-curriculum analysis framework

Govender, Lynelle; Villiers, Marietjie Rene De

doi:10.1080/0142159x.2021.1887839

Medical Teacher

2021

DOI: 10.1080/0142159x.2021.1887839

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When disruption strikes the curriculum: Towards a crisis-curriculum analysis framework

Lynelle Govender

Marietjie Rene De Villiers

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2024

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Cited by 3 publications

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Although crises are generally considered uncommon and unexpected, HPE literature supports the concept of crisis in perpetuity. [1] Globally, this has been observed by the detrimental effects of Hurricane Katrina in Louisiana, [2] human conflict in Iraq [3] and the disruptions caused by the SARS virus in Hong Kong and Canada. [4,5] At UCT, the site of this research, medical training has been disrupted on numerous occasions.

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COVID-19 and medical educator perceptions: Sense-making during times of crisis

Govender

Jacobs²

2022

Afr J Health Prof Educ

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Background. Although crises are generally considered uncommon, health professions education (HPE) literature gives evidence of repeated and ongoing crises. This has been most recently demonstrated by the global impact of COVID-19. Crisis management literature proposes that such recurrent crises are opportune moments for learning. While there has been much literature published that describes changes made to the format of HPE amid COVID-19, there has been little attention given to the perceptions of medical educators. Medical educators’ experiences may serve as a resource to uncover lessons that may have been learnt during this period. Objective. To address the gap in the literature, by analysing the perceptions of medical educators at the University of Cape Town (UCT) during the COVID-19 pandemic of 2020-2021.Methods. A qualitative case-study approach was adopted. Rich data were collected from four medical educators using semi-structured interviews and a focus group discussion, and then analysed using a reflexive thematic approach. Results. The data indicated that educators grappled with a multitude of struggles during the COVID-19 pandemic. These were analysed thematically as: tensions with technology, balancing expectations, and the distribution of support. However, surface-level challenges faced by educators seem to belie a much deeper personal struggle. Conclusion. The data suggest that whether any learning occurs and what is learnt are embedded within the process of sense-making. If institutions of higher education aim to adopt proactive responses to crises, then further research – as well as support for these sense-making processes during crises – should form a critical part of overall institutional preparedness.

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COVID-19 and medical educator perceptions: Sense-making during times of crisis

Govender

Jacobs²

2022

Afr J Health Prof Educ

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The continuing use of the SPICES model in ‘SAVOURING’ curriculum development

Dent¹

2023

Medical Teacher

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Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations

Soklaridis,

Chowdhury,

Turco

et al. 2024

J Contin Educ Health Prof

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Introduction: Most formal continuing professional development (CPD) opportunities were offered in person until March 2020 when the COVID-19 pandemic disrupted traditional structures of CPD offerings. The authors explored the adaptations and innovations in CPD that were strengthened or newly created during the first 16 months of the pandemic. Methods: The objectives of the narrative review were to answer the following questions: (1) what types of adaptations to CPD innovations are described? and (2) what may shape future innovations in CPD? The following databases were searched: Medline, Embase, CINAHL, and ERIC to identify the literature published between March 2020 to July 2021. The authors conducted a comprehensive search by including all study types that described adaptations and/or innovations in CPD during the stated pandemic period. Results: Of the 8295 citations retrieved from databases, 191 satisfied the inclusion criteria. The authors found three categories to describe adaptations to CPD innovations: (1) creation of new online resources, (2) increased use of the existing online platforms/software to deliver CPD, and (3) use of simulation for teaching and learning. Reported advantages and disadvantages associated with these adaptations included logistical, interactional, and capacity building elements. The review identified five potential future CPD innovations: (1) empirical research on the effectiveness of virtual learning; (2) novel roles and ways of thinking; (3) learning from other disciplines beyond medicine; (4) formation of a global perspective; and (5) emerging wellness initiatives. Discussion: This review provided an overview of the adaptations and innovations that may shape the future of CPD beyond the pandemic.

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When disruption strikes the curriculum: Towards a crisis-curriculum analysis framework

Cited by 3 publications

References 16 publications

COVID-19 and medical educator perceptions: Sense-making during times of crisis

COVID-19 and medical educator perceptions: Sense-making during times of crisis

The continuing use of the SPICES model in ‘SAVOURING’ curriculum development

Pivoting Continuing Professional Development During the COVID-19 Pandemic: A Narrative Scoping Review of Adaptations and Innovations

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