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Medical educators’ experience of anticipated curricular change to case/problem-based learning and its relationship to identity and role as teacher Dharamsi, Shafik
Abstract
Little is known about medical educators' experience of curricular change to problem-based learning and its relationship to identity and role as teacher. The adoption of novel approaches to teaching and learning in medical education requires educators to consider a significantly different role and responsibilities as teacher. This possibly will require substantial changes in ways of thinking about education. Those involved in such curricular reform are challenged to understand better how complex interactional processes and epistemological positions affect educators involved in change. This study used a phenomenographic research approach to explore and describe how the phenomenon of the experience of curricular change is interpreted by those who teach within one curriculum and are being moved to another. Essentially, the aim was to determine where a sampling of ten medical educators are in the position of curricular change and how they are trying to find their identity and role within it. Findings present how the educators experienced, explained and dealt with change, and how they framed their experience and made sense of it. As such, this study found how at times participants resisted change, how they supported it, and shifted ground within it. The educators' interpretations of curricular change and understanding of identity and role as teacher were facilitated by and dependent upon their criterion for judging the legitimacy of change. In articulating their thoughts, participants focused their discussions on issues of effectiveness. The term effectiveness was classified as a theme from which emerged the following categories: (1) beliefs about teaching, learning and evaluation; (2) the perceived time cornmitments required to plan, implement and sustain the new curriculum; and (3) administrative and political influences effecting curricular change. These were the three different, yet interlinked categories or influences that mediated the educators' responses to the different situations within the phenomenon of curricular change.
Item Metadata
Title |
Medical educators’ experience of anticipated curricular change to case/problem-based learning and its relationship to identity and role as teacher
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1996
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Description |
Little is known about medical educators' experience of curricular change to
problem-based learning and its relationship to identity and role as teacher. The adoption of
novel approaches to teaching and learning in medical education requires educators to
consider a significantly different role and responsibilities as teacher. This possibly will
require substantial changes in ways of thinking about education. Those involved in such
curricular reform are challenged to understand better how complex interactional processes
and epistemological positions affect educators involved in change.
This study used a phenomenographic research approach to explore and describe
how the phenomenon of the experience of curricular change is interpreted by those who
teach within one curriculum and are being moved to another. Essentially, the aim was to
determine where a sampling of ten medical educators are in the position of curricular
change and how they are trying to find their identity and role within it.
Findings present how the educators experienced, explained and dealt with change,
and how they framed their experience and made sense of it. As such, this study found how
at times participants resisted change, how they supported it, and shifted ground within it.
The educators' interpretations of curricular change and understanding of identity and role as
teacher were facilitated by and dependent upon their criterion for judging the legitimacy of
change. In articulating their thoughts, participants focused their discussions on issues of
effectiveness. The term effectiveness was classified as a theme from which emerged the
following categories: (1) beliefs about teaching, learning and evaluation; (2) the perceived
time cornmitments required to plan, implement and sustain the new curriculum; and (3)
administrative and political influences effecting curricular change. These were the three
different, yet interlinked categories or influences that mediated the educators' responses to
the different situations within the phenomenon of curricular change.
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Extent |
9172306 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-02-11
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0099039
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1996-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.