Applying activity theory to undergraduate medical curriculum reform
Lessons in contradictions from multiple stakeholders’ perspectives
Datos Bibliográficos
PURPOSE: Medical school curricula require regular updating. We adopted an activity theory lens to conduct a holistic, multiple stakeholder-informed analysis of curricular reform, aiming to understand how the social relations between groups contribute to unanticipated tensions and outcomes. METHODS: = 19) administrative staff, faculty course leads, faculty tutors, curriculum developers, change leaders and student leaders. The team applied a framework analysis to guide within and between stakeholder comparisons. RESULTS: = 17) contradictions underscoring emerging drivers of current and potential change. Unique contradictions raised by 1-2 groups represented seeds of change that had the potential to spread across all groups. By contrast, two general types of cross-cutting contradictions arose when one group had a dominant, confirming voice or two or more groups had contrasting perspectives. CONCLUSIONS: While finding contradictions was expected, our analysis profiled their nature and some of the specific tensions they raised across and within stakeholder groups. The activity theory lens provided an accessible way to unravel curricular reform into manageable units of analysis. Systematically identifying contradictions arising from curricular reform will help stakeholders collaborate with a shared purpose toward positive, sustained change
Activity Theory · Curriculum · MEDLINE · Stakeholder · Stakeholder Theory · Theory of change · Innovative Education and Learning Practices · Interprofessional Education and Collaboration · Occupational Therapy Practice and Research
Perspectives on Activity Theory
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University of Toronto Faculty of Medicine
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Embracing ambiguity
Using activity theory to transform medical work and learning
Saturation in qualitative research
Power and resistance
The Space Between
| Obras citantes distintas | 4 |
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