Twelve tips for applying change models to curriculum design, development and delivery

McKimm, Judy; Jones, Paul

doi:10.1080/0142159x.2017.1391377

Cited by 38 publications

(35 citation statements)

References 27 publications

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“…Creating a coherent and integrated curricular design to capture students' developmental continua Several healthcare professional programs are aspiring towards competency or outcomes-based frameworks that aim to capture the developmental continua of students in milestones or standards of performance in various competencies and sub-competencies [28]. Such a program requires a synthetic and agile design that can meaningfully triangulate complex knowledge, skills and behaviours sampled across various clinical contexts, activities and assessments [15,22]. An example of the utility of the program level 6Cs to capture students' progression within a curriculum using a program of learning-teaching-assessments is demonstrated in Fig.…”

Section: Implications Of the 3p-6cs Systems Thinking Framework For Cumentioning

confidence: 99%

“…Curricular designs in the present day and age, therefore, need a more holistic approach that takes into account intersections and interrelations between the programlevel curricular elements and the larger contexts of practice-level subsystems whilst keeping in view learner's developmental progression in core capabilities. A coherent and overarching theoretical approach underpinning complex curricular blueprints will ensure the integrity of a whole of curriculum approach [15].…”

Section: Introductionmentioning

confidence: 99%

“…Such a conceptual shift for curriculum designers can be provided by systems thinking. Regarded as a synergistic thinking toolkit, systems thinking aims to understand the interrelationships, dependencies, and interactions shaping the dynamics of the various elements within and across various levels of systems and sub systems [15][16][17]. It is considered as a highly relevant perspective to understand, predict and improve the capabilities of complex adaptive systems such as a curriculum [18].…”

Section: Introductionmentioning

confidence: 99%

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Designing health professional education curricula using systems thinking perspectives

2021

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Background Medical students navigate complex personal learning pathways from entry into medical school, through an educational program, and into life-long practice. However, many stakeholders have called for substantive reforms in contemporary curricula, citing concerns about the lack of key abilities amongst newly graduated doctors to work in complex healthcare environments. Despite the need for educators to focus on curricula design, there is a paucity of overarching perspectives that allow synthesis of the various curricular elements in a way that lends meaningfulness and appreciation to the students in terms of navigating the immediate program requirements and beyond. Without such guidance, educators risk creating fragmented program designs that can lead to both unintended and unactionable outcomes for students as well as curriculum designers. Using systems thinking, we set out to address this gap by providing an overarching perspective for curriculum designers to appreciate the relationships and the interactions of the various curricular elements that inform and impact student’s preparedness for practice. Methods By framing a curriculum as a complex adaptive system, we used soft systems thinking to develop an initial prototype of a conceptual curricular toolkit, underpinned by an appraisal of relevant literature within health professional education and the broader educational context. The prototype was further refined iteratively after critical reflection by the authors with a diverse range of national and international colleagues via posters, short communications, and workshops at several conferences, and through social media. Results We describe how the 3P-6Cs toolkit captures a learner’s personal journey through an educational program into a field of practice by logically linking the three key elements: the personal, the program, and the practice. We demonstrate its application in three examples related to contemporary health profession education curricula. These are: creating integrated educational designs to capture students’ developmental continua, conceptualising immersive clinical placements in non-traditional settings, and complexity-consistent evaluation of curricular interventions. Conclusion Applying the 3P-6Cs curricular toolkit to problems of curricula (re)design can provide overarching perspectives that enable educators to have a better understanding of how integration of elements within education programs can inform and impact student’s preparation for lifelong practice.

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Section: Implications Of the 3p-6cs Systems Thinking Framework For Cumentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Designing health professional education curricula using systems thinking perspectives

2021

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“…Our previous tip highlighted the necessity of avoiding curricular conversations however, to underscore this point, we provide another useful pearl. While your mind may be curious about a curricular decision an administrator has made, avoid asking the educational administrator any challenging questions (McKimm and Jones, 2018;Hammond, 2013). If you can, do not make eye contact, as they may read your non-verbal eye contact as demonstrating interest and think you have a question (Cabaniss et al, 2016).…”

Section: Tipmentioning

confidence: 99%

12 Tips to Guarantee a Fragmented (Absolutely Terrible) Curriculum in a Time of Crisis

Tucker¹,

Kay²

2020

MedEdPublish

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“…These limited reports provide essential information but do not allow institutions to assess the simultaneous impact of change on all stakeholders. Recommendations for planning curriculum change advise considering the vantage points of all stakeholders, such as students, faculty, and administrators [9,10]. Coordination of effort between stakeholders is required.…”

Section: Introductionmentioning

confidence: 99%

One change, different effects: the impacts of reducing clerkship length

et al. 2021

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Background Medical school curricula are constantly evolving and change has potential positive and negative effects. At East Tennessee State University Quillen College of Medicine, a broader understanding of the effects of a curriculum change (reduction in clerkship length for one transitional year) was explored. Methods A broad, system-wide evaluation was used to evaluate impacts on all stakeholders. Curriculum management data, including qualitative and quantitative data and short-term and follow-up perspectives of stakeholders, were used for evaluation. Results Students evaluated the change positively. Academic performance in the transitional year was similar to the prior year. Differences in students’ clerkship evaluations were not statistically significant. Clerkship directors were concerned that students’ clinical experience suffered and noted that implementing changes was time consuming but recognized the benefits for students. Administrators dedicated a significant amount of time to planning the transitional year; however, the additional weeks at the beginning of fourth year made the scheduling process easier. Conclusion This article demonstrates an overall positive result with this tool for curriculum change but also indicates the impacts differed across stakeholders. Knowledge gained from this experience can help other schools successfully anticipate challenges and prepare for a variety of outcomes in implementing necessary curriculum change.

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Twelve tips for applying change models to curriculum design, development and delivery

Cited by 38 publications

References 27 publications

Designing health professional education curricula using systems thinking perspectives

Designing health professional education curricula using systems thinking perspectives

12 Tips to Guarantee a Fragmented (Absolutely Terrible) Curriculum in a Time of Crisis

One change, different effects: the impacts of reducing clerkship length

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