Cartwright Kay, Madhavi Paladugu, Kazemi-Jovestani Keiarash, Maxwell Susan, Wilson Maggie, Woywodt Alexander
Lancashire Teaching Hospitals NHS Foundation Trust.
MedEdPublish (2016). 2017 Mar 9;6:47. doi: 10.15694/mep.2017.000047. eCollection 2017.
This article was migrated. The article was marked as recommended. Curriculum change is a recurring challenge facing most educational teams. Economic austerity has an impact on these processes in that clinical workloads increase and additional funds to drive curriculum change are lacking. We faced significant challenges having to implement substantial changes to the Year 3 and 4 undergraduate curricula in a large teaching hospital in the United Kingdom. The changes are now implemented successfully and we have taken the opportunity to identify factors that allowed us to drive change and achieve our aims. Much has been written about curriculum change as an academic challenge but comparatively little is known about how to drive such change on the ground and strategies to drive curriculum change during times of ongoing financial austerity are lacking. Here, we reflect on our experience and provide tips for educational teams on how to turn change into an opportunity, despite economic austerity and ever-increasing clinical workload.
本文已迁移。该文章被标记为推荐文章。课程变革是大多数教育团队反复面临的挑战。经济紧缩对这些过程产生影响，因为临床工作量增加且缺乏推动课程变革的额外资金。在英国一家大型教学医院，我们在对本科三、四年级课程实施重大变革时面临了巨大挑战。这些变革现已成功实施，我们借此机会确定了使我们能够推动变革并实现目标的因素。关于课程变革作为一项学术挑战已有很多论述，但对于如何在实际中推动此类变革却知之甚少，而且缺乏在持续财政紧缩时期推动课程变革的策略。在此，我们反思我们的经验，并为教育团队提供一些建议，说明如何在经济紧缩和临床工作量不断增加的情况下将变革转化为机遇。
