Moving a mountain: Practical insights into mastering a major curriculum reform at a large European medical university. (4th May 2018)

• Record Type: Journal Article
• Authors: Maaz, Asja; Hitzblech, Tanja; Arends, Peter; Degel, Antje; Ludwig, Sabine; Mossakowski, Agata; Mothes, Ronja; Breckwoldt, Jan; Peters, Harm
• Is Part Of: Medical teacher. Volume 40:Number 5(2018)
• Page Start: 453
• Page End: 460
• Publication Date: 2018-05-04
• Subjects: Medical education -- Periodicals; 610.711
• DOI: 10.1080/0142159X.2018.1440077
• Languages: English
• ISSNs: 0142-159X

Abstract

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 Charité – Universitätsmedizin 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 considering or have already started to undergo a major reform of their undergraduate programs towards competency medical education.