Rallying and Amplifying Faculty Voice During Periods of Curriculum Reform

TL;DR

This study introduces a new approach to curricular reform in medical science education that reduces faculty stress and increases participation through motivation and structured support.

Contribution

The novel contribution is an evidence-based model for curricular reform using Kotter’s change model and self-determination theory.

Findings

High participation rates were observed in faculty working groups during curricular reform.

Measurable goal achievements were linked to motivation and structured support.

The approach fostered a positive culture and improved curricular outcomes.

Abstract

Faculty face numerous demands, leading to stress and burnout, which can be exacerbated during curricular reform. This study presents a new approach to curricular reform which takes advantage of people’s motivational propensities for learning and growth. Based on a self-determination framework, one medical science education department employed Kotter’s change model to implement a curricular reform through faculty working groups. High participation rates and measurable goal achievements were observed, highlighting the importance of motivation and structured support in driving curricular improvements and fostering a positive culture. This study presents an evidence-based model for curriculum reform tailored to medical science educational faculty.

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