What models of change can be used to implement change in postgraduate medical education?

Mahmood, Taha

doi:10.2147/amep.s160626

Cited by 2 publications

(2 citation statements)

References 6 publications

(16 reference statements)

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“…Consequently, developers must ensure that the changes address individuals' misgivings, misapprehensions, and other related factors. The parties involved must be adequately informed of the issues being addressed by the changes, beliefs, values, and assumptions (Mahmood, 2018). The move is vital in ensuring that the implementers understand the goals of the new curriculum and plan for the effective achievement of the desired results.…”

Section: Overcoming Resistance To Change (Orc) Modelmentioning

confidence: 99%

A Review of Curriculum Change and Innovation for Higher Education

Law¹

2022

JETS

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The effective curriculum has become a critical component of higher education because of the shifts in the techno-socio-economic landscape and digital revolutions in industry 4.0. In this paper, a review of existing works related to curriculum change and innovation for higher education institutions provides insight into the topic. The paper is divided into several sections of the review. A general understanding and introduction of the context of Curriculum 4.0 in higher education are elaborated in this review. The relative theories that underpin curriculum change and innovation in educational institutions are presented. The paper also discusses and reviews the processes and procedures involved in managing curriculum change and innovation. The issues related to embracing and managing curriculum change and innovation are also highlighted and discussed in this paper.

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Section: Overcoming Resistance To Change (Orc) Modelmentioning

confidence: 99%

A Review of Curriculum Change and Innovation for Higher Education

Law¹

2022

JETS

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“…[ 6 , 7 ] It has been concluded that medical educators must increase the focus on how to implement changes [ 6 ] and that the use of established theories of change leadership could further guide the change implementation process in PGME. [ 8 ] Changes related to the implementation competency-based medical education have been studied and lessons learned include the importance of organisational support and communication among the stakeholders involved in the process. [ 9 – 11 ].…”

Section: Introductionmentioning

confidence: 99%

Successful implementation of change in postgraduate medical education – a qualitative study of programme directors

et al. 2021

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Introduction Leaders in postgraduate medical education are responsible for implementing educational change. Although difficulties in implementing change are described both in the general leadership literature as well as in the field of medical education, knowledge of what characterises successful change leadership in postgraduate medical education is limited. The aim of this study is to explore the process used by educational leaders in successful change implementation in postgraduate medical education. Methods Semi-structured interviews were conducted with 16 programme directors to explore how they had implemented successful change projects. The sample consisted of programme directors who had reported in a previous survey having high educational impact at their workplace. Interviews were analysed using Ödman’s qualitative interpretative method. Results The interviews identified similarities in how participating programme directors had implemented changes. Five interconnected themes crystallised from the data: (1) belonging to a group, (2) having a vision and meaning, (3) having a mandate for change, (4) involving colleagues and superiors, and (5) having a long-term perspective. Conclusions Our findings illuminate important aspects of successful change management in postgraduate medical education. Change is ideally based on a clear vision and is implemented in coalition with others. A long-term strategy should be planned, including involvement and anchoring of key persons in several discrete steps as change is implemented. While some of these findings are congruent with the general literature on change management, this study emphasises the importance of a mandate, with successful change leadership dependent on coalition and the facilitation provided by the next level of leadership.

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What models of change can be used to implement change in postgraduate medical education?

Cited by 2 publications

References 6 publications

A Review of Curriculum Change and Innovation for Higher Education

A Review of Curriculum Change and Innovation for Higher Education

Successful implementation of change in postgraduate medical education – a qualitative study of programme directors

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