Skochelak S, Barley G, Fogarty J
Senior Associate Dean for Academic Affairs, University of Wisconsin Medical School, 1300 University Avenue, Madison, WI 53706, USA.
Acad Med. 2001 Apr;76(4 Suppl):S86-90. doi: 10.1097/00001888-200104001-00016.
The Interdisciplinary Generalist Curriculum (IGC) Project required significant collaboration and cooperation at many levels of leadership to accommodate early clinical experiences in the curriculum. Three elements of institutional change are discussed: the context for desired early clinical experiences in medical education, structural elements required of the IGC Project schools, and leadership within the demonstration schools. Lessons learned from these interdisciplinary projects include the importance of supportive leadership from the top levels, establishing broad buy-in across sectors of the school, creating a team administrative structure that fosters participation by all groups, and central (rather than departmental) administration. The processes needed to establish collaborative leadership and full participation by the generalist departments and cooperation of diverse constituencies, such as basic science faculty, were labor-intensive and required more time to ensure successful program implementation. Uniformly, strong support at the highest levels of the organization, especially the medical schools' deans, was cited as a key element in the success of the IGC Project. An interesting unanticipated outcome of the project was the movement of the interdisciplinary course administration into a central location (dean's office) by the end of the project for all schools. This change may reflect a practical advantage for administration of interdisciplinary programs located at the level of the school or college, rather than housed within departments.
跨学科通才课程（IGC）项目需要在多个领导层面进行大量协作与合作，以在课程中融入早期临床体验。本文讨论了制度变革的三个要素：医学教育中期望的早期临床体验的背景、IGC项目学校所需的结构要素以及示范学校内部的领导力。从这些跨学科项目中学到的经验教训包括高层提供支持性领导的重要性、在学校各部门建立广泛的认同、创建促进所有群体参与的团队管理结构以及实行中央（而非部门）管理。建立通才部门的协作式领导和充分参与以及不同群体（如基础科学教师）之间合作所需的过程耗费人力，且需要更多时间来确保项目的成功实施。各方面一致认为，组织最高层，尤其是医学院院长的大力支持是IGC项目成功的关键因素。该项目一个有趣的意外成果是，到项目结束时，所有学校的跨学科课程管理都集中到了一个中心位置（院长办公室）。这一变化可能反映出在学校或学院层面管理跨学科项目比在各部门管理具有实际优势。
