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Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university


Maaz, Asja; Hitzblech, Tanja; Arends, Peter; Degel, Antje; Ludwig, Sabine; Mossakowski, Agata; Mothes, Ronja; Breckwoldt, Jan; Peters, Harm (2018). Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university. Medical Teacher, 40(5):453-460.

Abstract

Aim: Undergraduate medical education is currently in a fundamental transition towards competency-based programs around the globe. A major curriculum reform implies a dual challenge: the change of the curriculum and the delivering organization. Both are closely interwoven. In this article, we provide practical insights into our approach of managing such a fundamental reform of the large undergraduate medical program at the Charitée – Universit€atsmedizin Berlin.
Methods: Members of the project management team summarized the key features of the process with reference to the literature.
Results: Starting point was a traditional, discipline-based curriculum that was reformed into a fully integrated, competency- based program. This change process went through three phases: initiation, curriculum development and implementation, and sustainability. We describe from a change management perspective, their main characteristics, and the approaches that were employed to manage them successfully.
Conclusions: Our report is intended to provide practical insights and guidance for those institutions which are yet consider- ing or have already started to undergo a major reform of their undergraduate programs towards competency medical education.

Abstract

Aim: Undergraduate medical education is currently in a fundamental transition towards competency-based programs around the globe. A major curriculum reform implies a dual challenge: the change of the curriculum and the delivering organization. Both are closely interwoven. In this article, we provide practical insights into our approach of managing such a fundamental reform of the large undergraduate medical program at the Charitée – Universit€atsmedizin Berlin.
Methods: Members of the project management team summarized the key features of the process with reference to the literature.
Results: Starting point was a traditional, discipline-based curriculum that was reformed into a fully integrated, competency- based program. This change process went through three phases: initiation, curriculum development and implementation, and sustainability. We describe from a change management perspective, their main characteristics, and the approaches that were employed to manage them successfully.
Conclusions: Our report is intended to provide practical insights and guidance for those institutions which are yet consider- ing or have already started to undergo a major reform of their undergraduate programs towards competency medical education.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:04 Faculty of Medicine > University Hospital Zurich > Institute of Anesthesiology
Dewey Decimal Classification:610 Medicine & health
Uncontrolled Keywords:Education; Medical Education; undergraduate education; curriculum development
Language:English
Date:4 May 2018
Deposited On:05 Dec 2018 15:35
Last Modified:24 Sep 2019 23:54
Publisher:Informa Healthcare
ISSN:0142-159X
OA Status:Closed
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1080/0142159x.2018.1440077
PubMed ID:29504437

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