“My right-hand man” versus “We barely make use of them”: change leaders talking about educational scientists in curriculum change processes—a Membership Categorization Analysis

Abstract

Health professions education scholarship units (HPESUs) are increasingly becoming a standard for medical schools worldwide without having much information about their value and role in actual educational practices, particularly of those who work in these units, the educational scientists. We conducted a linguistic analysis, called Membership Categorization Analysis, of interviews with leaders of recent curriculum changes to explore how they talk about educational scientists in relation to these processes. The analysis was conducted on previously collected interview data with nine change leaders of major undergraduate medical curriculum change processes in the Netherlands. We analyzed how change leaders categorize HPESUs and educational scientists (use of category terms) and what they say about them (predicates). We noticed two ways of categorizing educational scientists, with observable different predicates. Educational scientists categorized by their first name were suggested to be closer to the change process, more involved in decisional practices and positively described, whereas those described in more generic terms were represented in terms of relatively passive and unspecified activities, were less explicit referenced for their knowledge and expertise and were predominantly factually or negatively described. This study shows an ambiguous portrayal of educational scientists by leaders of major curriculum change processes. Medical schools are challenged to establish medical curricula in consultation with a large, diverse and interdisciplinary stakeholder group. We suggest that it is important to invest in interpersonal relationships to strengthen the internal collaborations and make sure people are aware of each other’s existence and roles in the process of curriculum development.

Bondadoso y pecador, el significado de mi experiencia de liderazgo en la educación médica. Una indagación narrativa autoetnográfica

“…Estas diversas maneras de ejercer el poder pueden llevar a distintos resultados en las personas, como el compromiso, la obediencia o la resistencia (9). Aunque el enfoque por competencias se esfuerza en conceptualizar una serie de habilidades del líder, las cuales hacen honor al poder -incluyendo tomar decisiones bajo presión, comunicarse asertivamente o fomentar la disciplina (10)-, falla en explicar cómo es la experiencia de liderar (11). En mi caso, por ejemplo, cuando comencé a liderar un programa de medicina me sentía perdido porque mi práctica se modificaba dependiendo del contexto y de las personas.…”