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首页> 外文期刊>BMC Medical Education >How clinical teaching teams deal with educational change: ‘we just do it’
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How clinical teaching teams deal with educational change: ‘we just do it’

机译：临床教学团队如何应对教育变革：“我们就是这样做”

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In postgraduate medical education, program directors are in the lead of educational change within clinical teaching teams. As change is part of a social process, it is important to not only focus on the program director but take their other team members into account. The purpose of this study is to provide an in-depth insight into how clinical teaching teams manage and organize curriculum change processes, and implement curriculum change in daily practice. An explorative qualitative semi-structured interview study was conducted between October 2016 and March 2017. A total of six clinical teaching teams (n?=?6) participated in this study, i.e. one program director, one clinical staff member, and one trainee from each clinical teaching team (n?=?18). Data were analysed and structured by means of thematic analysis. The analysis yielded to five factors that positively impact change: shared commitment, reinvention, ownership, supportive structure and open culture. Factors that negatively impact change were: resistance, behaviour change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy. Overall, no clear change strategy could be recognized. Insight was gathered in factors facilitating and hindering the implementation of change. It seems particularly important for clinical teaching teams to be able to create a sense of ownership among all team members by making a proposed change valuable for their local context as well as to be capable of working together as a team. Cultural factors seem to be particularly relevant in a team’s ability to accomplish this.
机译：在研究生医学教育中，项目主管在临床教学团队中领导教育变革。由于变更是社会过程的一部分，因此不仅要专注于程序主管，而且还要考虑其他团队成员，这一点很重要。这项研究的目的是深入了解临床教学团队如何管理和组织课程更改过程，以及如何在日常实践中实施课程更改。在2016年10月至2017年3月之间进行了探索性定性半结构化访谈研究。共有6个临床教学团队（n？=？6）参与了该研究，即，一名项目负责人，一名临床工作人员和一名实习生。每个临床教学团队（n？=？18）。通过主题分析对数据进行分析和构建。分析得出五个对变革产生积极影响的因素：共同承诺，重塑，所有权，支持性结构和开放文化。对变更产生负面影响的因素包括：抵抗力，行为变更，不同任务之间的平衡，缺乏参与，缺乏共识以及不安全的文化和等级制度。总体而言，没有明确的变更策略可以被认可。在促进和阻碍变革实施的因素中收集了见识。对于临床教学团队而言，通过对他们的本地情况进行有价值的提议变更并使其能够团队合作，能够在所有团队成员之间建立主人翁感，这一点似乎尤其重要。文化因素似乎与团队完成此任务的能力特别相关。

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