Bristol Veterinary School, University of Bristol, Langford House, Langford, BS40 5DU UK.
School of Veterinary Medicine and Science, University of Nottingham, UK.
J Vet Med Educ. 2024 Apr;51(2):229-239. doi: 10.3138/jvme-2022-0098. Epub 2023 Mar 14.
Curriculum leaders (individuals with responsibility for an institution's veterinary curriculum) play a vital role in driving local curriculum priorities, development, and accreditation. This study aimed to describe the career paths of curriculum leaders and identify what motivates them, the barriers they face, and the knowledge, skills, and attributes they perceive as essential for the role. Self-determination theory was used to identify tensions experienced within the role. An international online survey targeted at those identifying as curriculum leaders was completed by 45 participants. 91% of participants held a doctoral level qualification and/or clinical Boards; 82% had additional training in leadership; 38% had additional formal training in education. Motivators included a desire to make a difference, personal satisfaction with teaching and working with students, and social influences. Participants experienced barriers relating to self-development and achievement of their curriculum goals; participants described essential knowledge (of the profession, educational theory, and wider higher education context) and skills (leading teams, change management, and communication). Attributes considered important related both to self (open-minded, patient, resilient, able to see the big picture as well as detail) and relationships with others (approachable, listener, respectful and respected, supportive, credible). Tensions arose in participants' need for autonomy (experiencing barriers to achieving their goals), in their social relatedness (achieving curriculum goals while working with colleagues with conflicting priorities), and in perceptions of necessary competence (a need, but lack of opportunity, for advanced training in educational theory). The findings may help institutions more effectively support and train current and future curriculum leaders.
课程负责人（负责机构兽医课程的个人）在推动当地课程优先事项、发展和认证方面发挥着至关重要的作用。本研究旨在描述课程负责人的职业道路，并确定激励他们的因素、他们面临的障碍以及他们认为对该角色至关重要的知识、技能和属性。本研究采用自我决定理论来确定该角色中所经历的紧张关系。一项针对自认为是课程负责人的人的国际在线调查，共有 45 名参与者完成了该调查。91%的参与者拥有博士学位或临床委员会资格；82%接受过领导力培训；38%接受过额外的正规教育。激励因素包括改变现状的愿望、对教学和与学生合作的个人满意度以及社会影响。参与者遇到了与自我发展和实现课程目标相关的障碍；参与者描述了必要的知识（专业知识、教育理论和更广泛的高等教育背景）和技能（领导团队、变革管理和沟通）。被认为重要的属性既与自我有关（思想开放、有耐心、有韧性、能够看到大局和细节），也与与他人的关系有关（平易近人、倾听、尊重和被尊重、支持、可信）。参与者在自主权方面（实现目标的过程中遇到障碍）、社会关系方面（在与优先事项冲突的同事合作时实现课程目标）以及对必要能力的看法方面（需要但缺乏机会接受教育理论方面的高级培训）出现了紧张关系。研究结果可能有助于机构更有效地支持和培训现任和未来的课程负责人。
