Rallying and Amplifying Faculty Voice During Periods of Curriculum Reform

Faculty face numerous demands, leading to stress and burnout, which can be exacerbated during curricular reform. This study presents a new approach to curricular reform which takes advantage of people's motivational propensities for learning and growth. Based on a self-determination framework, one medical science education department employed Kotter's change model to implement a curricular reform through faculty working groups. High participation rates and measurable goal achievements were observed, highlighting the importance of motivation and structured support in driving curricular improvements and fostering a positive culture. This study presents an evidence-based model for curriculum reform tailored to medical science educational faculty.