Are they ready? Organizational readiness for change among clinical teaching teams

Bank, Lindsay; Jippes, Mariëlle; Leppink, Jimmie; Scherpbier, Albert; Rooyen, Corry den; Luijk, Scheltus J. van; Scheele, Fedde

doi:10.2147/amep.s146021

Cited by 20 publications

(42 citation statements)

References 30 publications

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“…Attention to change management principles in healthcare and educational settings is also important to avoid the use of inappropriate, ineffective strategies for implementation and hence save time and money [13]. Too little guidance from appropriate change models and implementation strategies could slow down the implementation process, mainly because opportunities for advanced assessment and planning are missed [14][15][16]. Additionally, change management principles can provide methods to perform formative evaluations of the implementation process; so, change efforts can be optimized, and sustainability of the innovation can be prolonged and potentially promote dissemination of findings to other contexts [17].…”

Section: Change Management In Postgraduate Medical Educationmentioning

confidence: 99%

“…This is followed by an extensive explanation of the factors involved in implementing change in medical education such as complex systems, diverse educational contexts, culture as well as the influence of the medical profession itself. The potential of change management in PGME is discussed based on empirical research [9,16,19]. Lastly, practical implications are presented.…”

Section: Reading Guidementioning

confidence: 99%

“…Organizational characteristics of the teaching site itself, such as their size, might influence the implementation process as well. For instance, in the Netherlands, larger academic medical teaching centers tend to be less receptive for change compared to the smaller nonacademic teaching hospital [16]. Departments are usually smaller in nonacademic teaching hospitals, which might lead to more efficient communication and decision-making processes [14].…”

Section: Implementation In Different Educational Contextsmentioning

confidence: 99%

“…Departments are usually smaller in nonacademic teaching hospitals, which might lead to more efficient communication and decision-making processes [14]. Possibly, it might also cause team members to feel a stronger sense of a shared responsibility for educational change [14], thus promoting teamwork when implementing change [16]. Additionally, the primary focus in academic medical teaching hospitals tends to be more on pursuing an active career in research rather than an active career in medical education [36][37][38][39].…”

Section: Implementation In Different Educational Contextsmentioning

confidence: 99%

“…Additionally, the primary focus in academic medical teaching hospitals tends to be more on pursuing an active career in research rather than an active career in medical education [36][37][38][39]. Potentially, this could impede gaining sufficient support and shared efforts to implement educational change [16].…”

Section: Implementation In Different Educational Contextsmentioning

confidence: 99%

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Change Management Support in Postgraduate Medical Education: A Change for the Better

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Medical and Surgical Education - Past, Present and Future

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Curriculum change is inevitably a part of postgraduate medical education (PGME) due to a necessity to rapidly adapt to changes in societal needs, educational philosophy and technological advances. Initiating, adopting as well as sustaining successful change can be very challenging especially in complex and time-constrained environments such as healthcare and PGME. Indeed, research has shown that educational changes do not always lead to the desired adjustments in practice. Surprisingly, implementation processes in healthcare and, more particularly, those in medical education are rarely supported by change management principles despite the scale and implications of curriculum reforms that justify guidance of such implementation processes. Insights from a change management perspective could help to smoothen the transition from theory to practice by guiding implementation processes and provide support in routinizing innovations in standard practice. A thorough description about change from an educational as well as a change management perspective is made, followed by the experiences with introducing change management principles into PGME. Lastly, the potential of change management principles for future changes in medical education, and their practical implications, is presented.

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