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Social constructs of curricular change
S Dharamsi1, D C Clark, M A Boyd
1Institute of Health Promotion Research, University of British Columbia, Vancouver, Canada. shafik@unixg.ubc.ca
Journal of Dental Education
|September 6, 2000
Summary
Medical and dental educators experienced significant role shifts with new problem-based learning curricula. Their beliefs and understanding of change influenced acceptance or resistance, impacting faculty development strategies.
Area of Science:
- Medical Education
- Dental Education
- Curriculum Development
Background:
- Adopting problem-based learning (PBL) in medical and dental education necessitates a reevaluation of educators' roles.
- Previous teaching methods differ significantly from the demands of PBL.
Purpose of the Study:
- To explore how educators experienced and interpreted curriculum changes at the University of British Columbia.
- To understand factors influencing educators' acceptance or resistance to change.
Main Methods:
- Qualitative study utilizing in-depth interviews.
- Exploration of educators' experiences with a newly merged dental and medical curriculum.
Main Results:
- Educators' beliefs about teaching and learning influenced their response to change.
- Understanding of the change process mediated acceptance or resistance.
- Identified factors influencing how educators dealt with curricular shifts.
Conclusions:
- Educators' perspectives are crucial for understanding curricular change.
- Findings can inform faculty development for effective PBL implementation.
- Administrators and faculty developers can use insights to support educators through change.