Susman J, Pascoe J
Department of Family Medicine, University of Cincinnati School of Medicine, P.O. Box 670582, Cincinnati, OH 45267-0582, USA.
Acad Med. 2001 Apr;76(4 Suppl):S137-9. doi: 10.1097/00001888-200104001-00027.
Results from the Interdisciplinary Generalist Curriculum (IGC) Project support current ideas of management within a chaotic environment. Important aspects of building support for educational innovation included the following. The trend toward primary care and request for proposal process were important catalysts for change. Buy-in from the dean and key opinion leaders was essential. Early identification of champions for the proposal and ability to achieve broad consensus helped shape coherent projects. Being able to read the culture of the institution and accede to pragmatic changes were important for bridging the initial implementation and maintenance of the change. IGC Project leaders were quick to identify key leverage points, both internal and external. The recommendations of key school committees and licensing bodies were used to foster ongoing change. A respected home for the project on neutral ground was sought. Dedicated coordinators helped sustain daily details, while developing rewards and recognition for collaboration supported faculty involvement. New relationships fostered new systems, which the projects used to continue after funding lapsed and to successfully apply for other grants and contracts.
跨学科通才课程（IGC）项目的结果支持了当前在混乱环境中进行管理的理念。为教育创新建立支持的重要方面包括以下几点。初级保健的趋势和征求建议书的过程是变革的重要催化剂。院长和关键意见领袖的认同至关重要。尽早确定提案的支持者并达成广泛共识的能力有助于塑造连贯的项目。能够解读机构文化并接受务实的变革对于跨越变革的初步实施和维持至关重要。IGC项目负责人很快就确定了内部和外部的关键杠杆点。利用关键学校委员会和许可机构的建议来促进持续变革。在中立地带为该项目寻找一个受尊重的归属地。专职协调员有助于维持日常细节，同时制定奖励措施并认可合作，以支持教师的参与。新的关系促成了新的体系，这些项目在资金中断后仍能继续使用，并成功申请其他赠款和合同。
