Rallying and Amplifying Faculty Voice During Periods of Curriculum Reform

Area of Science:

• Medical Education
• Organizational Psychology

Background:

• Faculty experience significant stress and burnout, particularly during curriculum changes.
• Existing approaches to curricular reform may not adequately address faculty well-being and motivation.

Purpose of the Study:

• To present a novel, evidence-based model for curricular reform in medical science education.
• To leverage motivational principles and structured change management to improve faculty engagement and curriculum outcomes.

Main Methods:

• Applied Kotter's change model within a self-determination framework.
• Implemented curricular reform through faculty working groups in a medical science education department.

Main Results:

• Achieved high faculty participation rates in the reform process.
• Observed measurable goal achievements, indicating successful curriculum improvement.
• Demonstrated the positive impact of motivation and structured support on faculty engagement and culture.

Conclusions:

• A faculty-centered, motivation-driven approach can effectively facilitate curricular reform in medical education.
• Structured support and leveraging intrinsic motivation are key to successful educational change and fostering a positive academic culture.