Many educational institutions are attempting to revise their existing curriculum in the face of increasing pressure from society to better prepare students for 21st century jobs. However, implementing such curriculum change can be difficult and time-consuming for both teachers and students. It is essential that medical educators understand the challenges that are associated with such initiatives and offer support for faculty to facilitate a successful implementation.
To provide insight into how a curriculum reform effort might be evaluated in order to help improve the likelihood that it would be well accepted and long lasting, we surveyed 29 full-time faculty and staff members at our college of osteopathic medicine with a set of questionnaires and interviews. Most of the interviewees served on the 22-member Curriculum Review Committee and represented both clinical and basic science professors and administrative/staff positions. We used the Stages of Concern (SoC) methodology for evaluation to help identify key concerns and to assist with developing a plan for action.
In general, interviewees were able to explain the need for change in terms of societal needs and the importance of improving student outcomes. However, few respondents were aware of the five curriculum design elements that the committee had established as guiding principles for the curriculum. Similarly, many interviewees did not understand how they might be affected personally by the new approach and believed that they would be unable to teach effectively using a competency-based format. In addition, interviewees were anxious about how they might be held accountable for student failure if teaching shifted toward a more learner-centered model.
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