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

TUSDM's Comprehensive Care Department accomplished curriculum change and faculty development by following a process consistent with Tuckman's model of change. The FORMING of three ad-hoc committees was followed by STORMING stage, in which volunteers identified opportunities and needs of 11 courses. In the NORMING stage, committees' findings were categorized into four themes: curriculum restructuring, guideline development, outcomes assessment, and resource needs. The concluding PERFORMING stage involved addition and consolidation of courses, modules, workshops, and guidelines, establishing a faculty calibration plan, and revision of clinical outcomes assessment. A staged, bottom-up approach to implementing curriculum change can lead to outcomes enhancement, concomitant with faculty enrichment.