University of Iowa College of Pharmacy, Iowa City, IA 52242-1112, USA.
Am J Pharm Educ. 2009 Dec 17;73(8):158. doi: 10.5688/aj7308158.
The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessment-focused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model.
本文旨在将 Kotter 的 8 个步骤应用于组织变革,作为评估在基于能力的课程改革中的作用的框架。进行了两项分析,包括(1)对课程改革中评估文献的环境扫描,以及(2)对一所药学院实施课程改革的数据进行的定性分析。这些以评估为重点的数据源是根据 Kotter 的 8 个步骤进行解释的。在文献中,最明显的是前 4 个步骤:创造紧迫感、形成强大的指导联盟、创造愿景和创造短期胜利。在案例研究中,创造紧迫感、形成强大的指导联盟、创造短期胜利、巩固改进和产生额外的变革是最重要的。案例研究还表明,(a)机构在处理变革方面的历史或氛围,以及(b)让具有特定专业知识的个人作为领导团队的一部分,也很重要。(准备)提出了建议。在 Kotter 模型的指导下,评估是课程转型各个阶段的一个使能和有价值的因素。