ArticleTransactions of the American Clinical and Climatological Association2022
CHANGE LEADERSHIP AND CRISIS MANAGEMENT: CURRICULUM TRANSFORMATION BEFORE, DURING, AND AFTER A PANDEMIC.
Article in Transactions of the American Clinical and Climatological Association, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Combatting Fragmentation: Lessons Learned from an Integrative Approach to Teaching Health Equity.Journal of general internal medicine · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Washington University School of Medicine has not undergone substantive curricular change for 25 years. In 2018, we embarked on a curriculum transformation project informed by the change leadership principles of James Kotter and William Bridges. This included developing a structured process to create a sense of urgency for why we needed to change, building coalitions to support change, and developing a compelling vision across multiple stakeholder groups. Implementation work began in 2019 with a planned curriculum start of July 2020. The COVID-19 pandemic disrupted these plans. Employing the Cynefin framework for decision making and guided by our core principles, we were able to launch the new curriculum in September 2020. In this paper, I will describe the principles underpinning our curriculum transformation, how the Cynefin framework allowed us to move forward productively during the COVID-19 crisis, and the impact COVID-19 had, both positively and negatively, on the curriculum transformation process.
Indexed as
Identifiers
36196177PMC9480563What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.