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Teaching Experiences with a Competency-Based Integrated Curriculum: A Phenomenological Study from a Transformative
Laura Gutiérrez-Soriano1,2,3, María Paula Gómez-Sánchez1,4, Andrea Liseth Tavera-Sanabria1,5
1Medical Education for Health Professionals, Pontificia Universidad Javeriana, Universidad del Rosario, Bogotá, Colombia.
Introduction:
The implementation of a competency-based integrated curriculum (CBIC) entails profound transformations in teaching practice and professional identity, particularly in high-demand clinical settings. Understanding the experiences of faculty members involved in this change is essential to strengthening their professional development and enhancing educational quality.
Objective:
To understand the meaning of the lived experience of anesthesiology clinical faculty members regarding the arrival of students trained within a CBIC.
Methods:
Qualitative study with a phenomenological-hermeneutic approach, guided by Max van Manen's methodology and Mezirow's transformative learning theory. In-depth interviews were conducted with anesthesiology clinical faculty members from a Colombian hospital.
Results:
Five themes emerged from the interviews: (1) Expectations toward curricular change; (2) appropriation of the CBIC: tensions and learning; (3) transformations in the pedagogical relationship and clinical learning; (4) student autonomy and generational tensions; and (5) institutional challenges for curriculum implementation. Participants experienced questioning, openness, and redefining their roles, consistent with transformative learning processes.
Discussion:
The CBIC fosters changes in teaching identity and pedagogical relationships, yet its implementation faces challenges related to pedagogical preparation, institutional communication, and structural conditions. The lens of transformative learning offers insights into how educators negotiate tensions and construct new practices in changing contexts.
Conclusions:
The experience of nine clinical faculty members with the CBIC revealed generational tensions, learning processes, and transformations that redefined their professional role and identity. The study underscores the need for pedagogical support, targeted training, and institutional conditions that strengthen clinical teaching, with findings applicable to other similar contexts.
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