Horizon of Medical Education Development

COVID-19: Principles of Change Management to Modifying Medical Curriculum

https://doi.org/10.22038/hmed.2021.57218.1150
Volume 12, Issue 4
Winter 2022
Pages 6-1
Horizon of Medical Education Development

Document Type : Letter to Editor

Authors

Amir Mohammad Salehi 1
Mohammad Ahmadian 2
Parisa Habibi 3
Gazal Riahi 1

1 Medical student, Hamadan University of Medical Sciences, School of MedicineHamadan, Iran

2 B.Sc. Student of Medical Library and Information Sciences, School of Paramedical, Student Research Committee, Hamadan University of Medical Sciences, Hamadan, Iran.

3 Assistant Professor of Physiology, Department of Physiology, Hamadan University of Medical Sciences School of Medicine , Hamadan, Iran

Abstract
Advances in technology and discoveries lead to promoting health services and, consequently, improving the quality of patient care services. In the meantime, educational programs and teaching methods play an important role in achieving the goals, and it is necessary to change and update the necessary information in them as technology advances and Crisis times that will take society into coma; Such as infectious diseases like Covid-19; To be able to meet the needs of the human day and health care system maintains its efficiency. Changing curricula to keep pace with existing technologies and innovations is a challenge, even for the best professors at medical universities. "Change" has a protocol of "best principles" developed by "change managers" and must be applied when developing medical education programs. Although different curricula have different outcomes and learning objectives; But the basic principles of change management theory apply to all aspects of change in curricula and include six steps: driving change and setting goals, communicating with stakeholders, planning, monitoring, and evaluation.

Keywords

"Change Management
" "Medical Curriculum
" "COVID-19"
1. Jones R, Higgs R, De Angelis C, Prideaux D.
Changing face of medical curricula. The Lancet.
2001;357(9257):699-703.
2. Kok KYY, Idris FI, Koh DSQ. COVID-19: A
Reminder for Medical Curriculum Review.
Advances in Medical Education and Practice.
2020;11:615.
3. Mahboob U, Evans P. Key steps for managing
changes in the curriculum. Journal of the College
of Physicians and Surgeons Pakistan.
2015;25(2):85-6.
4. Bland CJ, Starnaman S, Wersal L, Moorhead-
Rosenberg L, Zonia S, Henry R. Curricular change
in medical schools: how to succeed. Academic
Medicine. 2000;75(6):575-94.
5. Kantrowitz M, Kaufman A, Mennin S, Fü lö p Ta,
Guilbert J-J, Organization WH. Innovative tracks at
established institutions for the education of health
personnel: An experimental approach to change
relevant to health needs: World Health
Organization; 1987.
6. Steinert Y, Cruess S, Cruess R, Snell L. Faculty
development for teaching and evaluating
professionalism: from programme design to
curriculum change. Medical education.
2005;39(2):127-36.
7. Nilakant V, Ramnarayan S. Change
management: Altering mindsets in a global context:
SAGE Publications India; 2006.
8. Lindberg MA. The process of change: stories of
the journey. Academic Medicine. 1998.
9. Roff S, McAleer S, Harden RM, Al-Qahtani M,
Ahmed AU, Deza H, et al. Development and
validation of the Dundee ready education
environment measure (DREEM). Medical teacher.
1997;19(4):295-9.
10. Miller GE. The assessment of clinical
skills/competence/performance. Academic
medicine. 1990;65(9):S63-7.
11. Ludwig S, Oertelt-Prigione S, Kurmeyer C,
Gross M, Grüters-Kieslich A, Regitz-Zagrosek V,
et al. A successful strategy to integrate sex and
gender medicine into a newly Developed Medical
Curriculum. Journal of Women's Health.
2015;24(12):996-1005

Home

Submit Manuscript

Contact Us