ArticleBMC medical education2019
How clinical teaching teams deal with educational change: 'we just do it'.
Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Key tips to shift student perspectives through transformative learning in medical education.BMC medical education · 2025Review
- Fostering the clinician as teacher: A realist review.Medical education · 2025Review
- Practical Recommendations for Navigating Digital Tools in Hospitals: Qualitative Interview Study.JMIR medical education · 2024Article
- Learning from the implementation of clinical empathy training: an explorative qualitative study in search of the barriers and facilitators.BMC medical education · 2022Article
- Change Management in Medical Contexts, especially in Medical Education: A Systematized Review.Journal of advances in medical education & professionalism · 2022Review
- Postgraduate medical education in obstetrics and gynaecology: Where are we now and what do we need for the future? A study on postgraduate training in obstetrics and gynaecology in Germany, Austria and Switzerland.GMS journal for medical education · 2022Article
- Open organisational culture: what does it entail? Healthcare stakeholders reaching consensus by means of a Delphi technique.BMJ open · 2021Article
- Development and validation of the Readiness to Train Assessment Tool (RTAT).BMC health services research · 2021Article
- How To Get Your Clinical Teaching Team Ready For Curriculum Change: A Practical Guide.Advances in medical education and practice · 2019Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn postgraduate medical education, program directors are in the lead of educational change within clinical teaching teams. As change is part of a social process, it is important to not only focus on the program director but take their other team members into account. The purpose of this study is to provide an in-depth insight into how clinical teaching teams manage and organize curriculum change processes, and implement curriculum change in daily practice.
methodsAn explorative qualitative semi-structured interview study was conducted between October 2016 and March 2017. A total of six clinical teaching teams (n = 6) participated in this study, i.e. one program director, one clinical staff member, and one trainee from each clinical teaching team (n = 18). Data were analysed and structured by means of thematic analysis.
resultsThe analysis yielded to five factors that positively impact change: shared commitment, reinvention, ownership, supportive structure and open culture. Factors that negatively impact change were: resistance, behaviour change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy. Overall, no clear change strategy could be recognized.
conclusionsInsight was gathered in factors facilitating and hindering the implementation of change. It seems particularly important for clinical teaching teams to be able to create a sense of ownership among all team members by making a proposed change valuable for their local context as well as to be capable of working together as a team. Cultural factors seem to be particularly relevant in a team's ability to accomplish this.
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