University of Alberta, Edmonton, Alberta, Canada.
Med Teach. 2013 Jul;35(7):e1319-26. doi: 10.3109/0142159X.2013.770133. Epub 2013 Feb 27.
BACKGROUND/AIMS: The purpose of this study was to explore the attitudes and experiences of leaders responsible for making rapid changes to a medical school curriculum in response to an adverse accreditation report. The new curriculum was based on the principles of problem-based learning ('Discovery Learning'), with changes to the way that students were assessed.
We conducted semi-structured interviews with leaders responsible for education at the school two and a half years after the adoption of the new curriculum. We coded the resulting transcripts to identify major and minor themes expressed by participants.
Thirty-five senior leaders, administrators and course directors were invited for the interview; 14 (40%) were interviewed. Five main themes were noted in the data: (1) organization and control of the curriculum; (2) changes in the practices of teaching and learning; (3) effects on faculty members; (4) sources of resistance and (5) attitudes to curriculum change in general.
This study demonstrates that major curriculum change can be achieved successfully in a short period of time. This study also illustrates some of the problems associated with making rapid changes to the medical school curriculum, and highlights the importance of attitudes to change amongst the leadership of a medical school.
背景/目的：本研究旨在探讨在接到不利的认证报告后，负责对医学院课程进行快速改革的领导人员的态度和经验。新课程以基于问题的学习（“发现式学习”）原则为基础，改变了学生的评估方式。
我们在采用新课程两年半后，对学校的教育负责人进行了半结构化访谈。我们对生成的转录本进行编码，以识别参与者表达的主要和次要主题。
邀请了 35 名高级领导、行政人员和课程主任接受采访；有 14 人（40%）接受了采访。数据中注意到了五个主要主题：（1）课程的组织和控制；（2）教学和学习实践的变化；（3）对教职员工的影响；（4）阻力的来源；（5）对课程改革的总体态度。
本研究表明，在短时间内可以成功地实现主要的课程改革。本研究还说明了与快速改变医学院课程相关的一些问题，并强调了医学院领导层对变革的态度的重要性。
