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9th Annual Meeting
July 14-19,
2005
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Abstract Category: Curriculum |
Poster ID: C10 |
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STAGES OF CONCERN DURING
CURRICULUM CHANGE *Kathryn Thompson PhD,
India Broyles EdD, Rorie Lee MPH, PhD, Mildred Savidge PhD, Sarah Sprafka
PhD, Evelyn Schwalenberg-Leip DO. University of This study is part of a formative evaluation of the process of curricular change as the college of osteopathic medicine develops a Competency-Based Curriculum. The study examines how faculty and students perceive the need for change, the process of change, and the results of specific change in order to guide the college in the change process and improve the chances of a successful curriculum innovation that will be both well accepted and long lasting. The objectives of the study are: 1) To determine the level of faculty preparedness for change early in the change process, and to examine changes in their perception after implementation and 2) To determine the specific concerns and level of use by faculty members of the Competency-Based Curriculum. The evaluation is based on a set of principles of change developed by Hall and Hord (2001) that focus on change in individuals first and then in organizations. From these principles, The Concerns-Based Adoption Model (Hall & Loucks, 1979) describes the seven levels of concern that users experience as they adopt a new program or practice. The Stages of Concern (SoC) questionnaire administered to all basic science, clinical faculty, and related staff showed a overall profile in seven stages of concern: awareness (87), interest (76), personal (75), management (59), consequences (36), collaboration (44), and refocusing (42). Raw scores are converted to percentiles (in parentheses) for interpretation. Understanding the profile will help us tailor information and training sessions. The institutional profile shows the typical non-user profile with some tailing up at Stages 5 and 6 which may indicate potential resistance to the innovations. The SoC questionnaire will be administered again in one year to follow the progress of change. Follow-up interviews of a purposeful sample of faculty focused on the five key elements of the Competency-Based Curriculum: overall integration of AOA competencies, instruction based on student accountability for learning outcomes, curriculum scope based on clinical relevance using the criteria of commonality and criticality, curriculum expansion allowing student choice (electives, research, dual degrees, remediation, clinical experiences), and flexible design of academic calendar (day, week, month, year). The interviews were analyzed for level of use and stage of concern but also brought to light new themes that will guide faculty development and implementation activities.
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