a Dieter Scheffner Center for Medical Education and Educational Research Charité, Dean's Office of Student Affairs Universitätsmedizin Berlin, Free and Humboldt University Berlin , Germany.
Med Teach. 2018 May;40(5):453-460. doi: 10.1080/0142159X.2018.1440077. Epub 2018 Mar 5.
Undergraduate medical education is currently in a fundamental transition towards competency-based programs around the globe. A major curriculum reform implies a dual challenge: the change of the curriculum and the delivering organization. Both are closely interwoven. In this article, we provide practical insights into our approach of managing such a fundamental reform of the large undergraduate medical program at the Charité - Universitätsmedizin Berlin.
Members of the project management team summarized the key features of the process with reference to the literature.
Starting point was a traditional, discipline-based curriculum that was reformed into a fully integrated, competency-based program. This change process went through three phases: initiation, curriculum development and implementation, and sustainability. We describe from a change management perspective, their main characteristics, and the approaches that were employed to manage them successfully.
Our report is intended to provide practical insights and guidance for those institutions which are yet considering or have already started to undergo a major reform of their undergraduate programs towards competency medical education.
目前，全球范围内的医学本科教育正朝着以能力为基础的课程模式发生根本性转变。重大课程改革意味着双重挑战：课程的变革和教学组织的变革。两者紧密交织。本文旨在为您提供在柏林夏洛蒂医科大学（Charité - Universitätsmedizin Berlin）大型本科医学项目中管理此类根本性改革的实用见解。
项目管理团队成员参考文献总结了该过程的主要特征。
起点是一门传统的、基于学科的课程，后来被改造成一门完全整合的、以能力为基础的课程。这一变革过程经历了三个阶段：启动、课程开发和实施以及可持续性。我们从变革管理的角度描述了它们的主要特征以及成功管理它们所采用的方法。
我们的报告旨在为那些正在考虑或已经开始对本科课程进行重大改革以实现能力医学教育的机构提供实用见解和指导。
