Each year, educators are often faced with new initiatives to adopt, including district policies and building-level procedures, as well as curricular ones. Curricular shifts are particularly challenging since they have a direct impact on teacher instruction. In fact, the pedagogical world has experienced numerous “curriculum revolutions” in recent decades. Yet despite this, research shows that the majority of curriculum changes are not effective at making our students more productive or competitive.
The vast majority of literature on implementing large-scale curriculum transformations focuses primarily on the changes in teaching culture and philosophy that accompany the curriculum change from traditional (knowledge-centered, teacher-focused) to alternative (competency-oriented, student-centered, learning-focused) teaching approaches. However, fewer studies have examined individual teachers’ concerns and perceptions about the new approaches.
Interviews conducted with clinical and basic science faculty showed that the most common curricular concerns were related to student competency assessment, learning outcomes, and course redesign. Respondents also expressed uncertainty about how the curricular elements would affect their own performance as instructors given the anticipated high degree of flexibility in instructional methods and assessments.
To address the institutional concerns identified by respondents, it is important to provide opportunities for continuous assistance, frequent discussion, and periodic review throughout the curriculum change process. It is also important to understand that the curriculum cannot be changed in isolation from the clinical environment, and the integration of new learning into hospital and clinic practice must be considered. Finally, it is important to support educators by fostering their passions and providing ways they can incorporate these into the curriculum.