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How clinical teaching teams deal with educational change: ‘we just do it’

BACKGROUND: In postgraduate medical education, program directors are in the lead of educational change within clinical teaching teams. As change is part of a social process, it is important to not only focus on the program director but take their other team members into account. The purpose of this...

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Autores principales: Bank, L., Jippes, M., van Rossum, T. R., den Rooyen, C., Scherpbier, A. J. J. A., Scheele, F.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6796387/
https://www.ncbi.nlm.nih.gov/pubmed/31623596
http://dx.doi.org/10.1186/s12909-019-1815-4
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author Bank, L.
Jippes, M.
van Rossum, T. R.
den Rooyen, C.
Scherpbier, A. J. J. A.
Scheele, F.
author_facet Bank, L.
Jippes, M.
van Rossum, T. R.
den Rooyen, C.
Scherpbier, A. J. J. A.
Scheele, F.
author_sort Bank, L.
collection PubMed
description BACKGROUND: In postgraduate medical education, program directors are in the lead of educational change within clinical teaching teams. As change is part of a social process, it is important to not only focus on the program director but take their other team members into account. The purpose of this study is to provide an in-depth insight into how clinical teaching teams manage and organize curriculum change processes, and implement curriculum change in daily practice. METHODS: An explorative qualitative semi-structured interview study was conducted between October 2016 and March 2017. A total of six clinical teaching teams (n = 6) participated in this study, i.e. one program director, one clinical staff member, and one trainee from each clinical teaching team (n = 18). Data were analysed and structured by means of thematic analysis. RESULTS: The analysis yielded to five factors that positively impact change: shared commitment, reinvention, ownership, supportive structure and open culture. Factors that negatively impact change were: resistance, behaviour change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy. Overall, no clear change strategy could be recognized. CONCLUSIONS: Insight was gathered in factors facilitating and hindering the implementation of change. It seems particularly important for clinical teaching teams to be able to create a sense of ownership among all team members by making a proposed change valuable for their local context as well as to be capable of working together as a team. Cultural factors seem to be particularly relevant in a team’s ability to accomplish this.
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spelling pubmed-67963872019-10-21 How clinical teaching teams deal with educational change: ‘we just do it’ Bank, L. Jippes, M. van Rossum, T. R. den Rooyen, C. Scherpbier, A. J. J. A. Scheele, F. BMC Med Educ Research Article BACKGROUND: In postgraduate medical education, program directors are in the lead of educational change within clinical teaching teams. As change is part of a social process, it is important to not only focus on the program director but take their other team members into account. The purpose of this study is to provide an in-depth insight into how clinical teaching teams manage and organize curriculum change processes, and implement curriculum change in daily practice. METHODS: An explorative qualitative semi-structured interview study was conducted between October 2016 and March 2017. A total of six clinical teaching teams (n = 6) participated in this study, i.e. one program director, one clinical staff member, and one trainee from each clinical teaching team (n = 18). Data were analysed and structured by means of thematic analysis. RESULTS: The analysis yielded to five factors that positively impact change: shared commitment, reinvention, ownership, supportive structure and open culture. Factors that negatively impact change were: resistance, behaviour change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy. Overall, no clear change strategy could be recognized. CONCLUSIONS: Insight was gathered in factors facilitating and hindering the implementation of change. It seems particularly important for clinical teaching teams to be able to create a sense of ownership among all team members by making a proposed change valuable for their local context as well as to be capable of working together as a team. Cultural factors seem to be particularly relevant in a team’s ability to accomplish this. BioMed Central 2019-10-17 /pmc/articles/PMC6796387/ /pubmed/31623596 http://dx.doi.org/10.1186/s12909-019-1815-4 Text en © The Author(s). 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Bank, L.
Jippes, M.
van Rossum, T. R.
den Rooyen, C.
Scherpbier, A. J. J. A.
Scheele, F.
How clinical teaching teams deal with educational change: ‘we just do it’
title How clinical teaching teams deal with educational change: ‘we just do it’
title_full How clinical teaching teams deal with educational change: ‘we just do it’
title_fullStr How clinical teaching teams deal with educational change: ‘we just do it’
title_full_unstemmed How clinical teaching teams deal with educational change: ‘we just do it’
title_short How clinical teaching teams deal with educational change: ‘we just do it’
title_sort how clinical teaching teams deal with educational change: ‘we just do it’
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6796387/
https://www.ncbi.nlm.nih.gov/pubmed/31623596
http://dx.doi.org/10.1186/s12909-019-1815-4
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