Getting off the carousel: Exploring the wicked problem of curriculum reform

Area of Science:

• Medical Education
• Curriculum Reform
• Complex Systems

Background:

• Medical education reform faces challenges due to misaligned perceptions of curricula and reform processes.
• Existing views often treat complex curricula linearly, hindering effective reform.
• Reframing curriculum reform as a process-driven, complex entity may facilitate change.

Purpose of the Study:

• To explore the utility of conceptualizing medical education curriculum reform as a complex, process-driven entity.
• To apply the "wicked problem" framework to understand the dynamics of curriculum reform in medical education.

Main Methods:

• Qualitative case study approach.
• Data collection through 17 interviews with senior faculty.
• Document analysis of approximately 50 relevant documents and files.

Main Results:

• Multiple stakeholders possess diverse views and values, influencing reform processes and outcomes.
• Proposed solutions for reform often yield unintended consequences beyond anticipated benefits.
• The "wicked problem" framework effectively highlights the inherent complexities and challenges in curriculum reform.

Conclusions:

• This study is the first to empirically apply the "wicked problem" framework to medical education curriculum reform.
• Recognizing reform as a "wicked problem" is crucial for understanding persistent and emerging challenges.
• Medical education stakeholders must be reflective and aware of the complex, often unpredictable, nature of reform.