No fear curricular change: Monitoring curricular change in the W. K. Kellogg foundation's national initiative on community partnerships and health professions education

被引:22
作者
Bland, CJ
Starnaman, S
Harris, D
Henry, R
Hembroff, L
机构
[1] Univ Minnesota, Sch Med, Dept Family Practice & Community Hlth, Minneapolis, MN 55455 USA
[2] Colorado Mt Coll, Salida Ctr, Glenwood Springs, CO USA
[3] E Carolina Univ, Sch Med, Greenville, NC USA
[4] Michigan State Univ, Off Med Educ, E Lansing, MI 48824 USA
[5] Michigan State Univ, Inst Publ Policy & Social Res, E Lansing, MI 48824 USA
关键词
D O I
10.1097/00001888-200006000-00014
中图分类号
G40 [教育学];
学科分类号
040101 [教育学原理]; 120403 [教育经济与管理];
摘要
Purpose. To assess the effect of the W. K. Kellogg Foundation's five-year (9/91 to 9/96) primary care curricular change initiative involving seven sites and 27 schools with respect to courses offered, graduates' specialty choices, and valued school features (e.g., reputation, research, productivity, school climate) and to track how well the schools possessed or developed the processes associated with enduring curricular change. Method. Information was collected via pre- and post-surveys of faculty and students, site visits, annual reports, and medical students' specialty march results. Results. In general, the schools either possessed or developed the institutional, curricular design, and curriculum features associated with successful curricular change. Further, the initiative had a positive or neutral impact on most of the valued features: 199 courses were revised or developed, including 138 offered in the community, involving 141 interdisciplinary faculty. Comparing 1991-1997 data, the average percentage increases in students' selecting primary care from the involved schools were greater than the national percentages. In 1997, a larger percentage of project school graduates selected primary care than the national average. Conclusion. Medical schools can make major curricular changes and achieve intended outcomes (e.g., new and/or revised courses, multidisciplinary instruction, instruction in the community, and changes in specialty choice), and this can occur without negatively impacting other valued school aspects.
引用
收藏
页码:623 / 633
页数:11
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