Curriculum change using Tuckman's model: Forming, Storming, Norming, Performing

Area of Science:

• Dental Education
• Curriculum Development
• Faculty Development

Background:

• The Comprehensive Care Department at TUSDM (Tufts University School of Dental Medicine) initiated a significant curriculum change and faculty development initiative.
• A structured approach was necessary to manage the complexities of educational reform and enhance faculty capabilities.

Purpose of the Study:

• To describe the process of curriculum change and faculty development at TUSDM.
• To evaluate the effectiveness of applying Tuckman's model of change to educational reform in a dental school setting.

Main Methods:

• The study followed Tuckman's model of group development, progressing through Forming, Storming, Norming, and Performing stages.
• Three ad-hoc committees were formed to identify needs and opportunities across 11 courses.
• Findings were categorized into curriculum restructuring, guideline development, outcomes assessment, and resource needs.

Main Results:

• The Forming stage involved committee creation, while Storming focused on needs assessment for 11 courses.
• The Norming stage synthesized findings into four key themes, guiding the Performing stage.
• The Performing stage resulted in curriculum consolidation, new modules, workshops, guidelines, a faculty calibration plan, and revised clinical outcomes assessment.

Conclusions:

• A staged, bottom-up approach, guided by Tuckman's model, effectively facilitated curriculum change and faculty development.
• This process led to enhanced educational outcomes and enriched faculty expertise within the dental school.
• The model provides a framework for successful implementation of educational reforms in academic health centers.