Mento's change model in teaching competency-based medical education.

Area of Science:

• Medical Education
• Organizational Change Management
• Curriculum Development

Background:

• Medical education (ME) is transitioning from traditional content-based to competency-based medical education (CBME).
• The social accountability movement accelerates this transformation, posing challenges for educators in redesigning teaching processes.
• Resistance to change is common, but guided strategies can mitigate negative impacts.

Purpose of the Study:

• To define a framework using Mento's model for implementing positive teaching changes.
• To support institutions transitioning from traditional to competency-based medical education (CBME).

Main Methods:

• Critically reflected on change management models, adapting Mento's model for academic settings.
• Mento's model integrates principles from Kotter's, Jick's, and GE's change models.
• Considered leadership theories relevant to academic organizations (Transactional and Transformational).

Main Results:

• A framework was developed using Mento's model to implement active learning (AL) strategies in CBME.
• The framework's application is exemplified by flipped teaching.
• A faculty development program and guidance plan were created to support the change process.

Conclusions:

• This is the first report applying Mento's model of change in medical education.
• The developed framework is grounded in leadership theories and adaptable for various CBME curricular changes.