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Curriculum reform: a narrated journey
1Royal College of Surgeons, Dublin, Ireland. geraldinemaccarrick@rcsi.ie
Medical Education
|September 23, 2009
Summary
Narrative inquiry reveals how medical educators experience curriculum reform. This method helps understand their evolving professional identity and role as agents of change during medical school curriculum transformation.
Area of Science:
- Medical Education Research
- Curriculum Development
- Professional Identity Formation
Background:
- Medical school curriculum reform is a global challenge.
- External accreditation reports catalyzed significant curriculum changes in a medical school.
- A new curriculum working group (NCWG) and medical education unit (MEU) were established to support reform efforts.
Purpose of the Study:
- To explore the lived experiences of medical educators during curriculum reform.
- To understand the evolving professional identity of educators as agents of change.
- To illustrate the application of narrative inquiry in medical education research.
Main Methods:
- A 3-year narrative inquiry study (2002-2005) was conducted.
- The study captured personal stories of curriculum planning and reform.
- Data included the author's experiences and those of key stakeholders, including former deans.
Main Results:
- Narrative inquiry provided insights into the personal experiences of curriculum change.
- The process elucidated the meanings educators attribute to their roles in reform.
- The study highlighted the impact of reform on professional identity.
Conclusions:
- Narrative inquiry is valuable for understanding individual experiences of curriculum change.
- This method can shape the professional identity of medical educators.
- Retelling stories of change is crucial for educators acting as agents of change.
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