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Social constructs of curricular change
Author(s) -
Dharamsi S,
Clark DC,
Boyd MA,
Pratt DD,
Craig B
Publication year - 2000
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2000.64.8.tb03366.x
Subject(s) - curriculum , resistance (ecology) , medical education , faculty development , psychology , process (computing) , social change , plan (archaeology) , qualitative research , dental education , pedagogy , professional development , medicine , sociology , political science , computer science , ecology , history , social science , archaeology , law , biology , operating system
The adoption of problem‐based approaches to teaching and learning in dental and medical education requires educators to consider a significantly different role and responsibilities as teacher from what they have experienced previously. This qualitative study explored how some educators experienced and interpreted changes in the newly merged dental and medical curriculum at the University of British Columbia. Our findings present how educators explained and dealt with change. In‐depth interviews provided considerable insight into factors influencing the resistance or acceptance to change. The educators' beliefs about teaching and learning and their understanding of the development and implementation process of change mediated these factors. Findings from this study should help administrators, faculty developers, and educators themselves to understand better how curricular change is experienced and to plan effective and appropriate faculty development.