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What models of change can be used to implement change in postgraduate medical education?

Authors Mahmood T

Received 22 December 2017

Accepted for publication 26 January 2018

Published 19 March 2018 Volume 2018:9 Pages 175—178

DOI https://doi.org/10.2147/AMEP.S160626

Checked for plagiarism Yes

Editor who approved publication: Dr Md Anwarul Majumder


Taha Mahmood

Barts and The London School of Medicine and Dentistry, London, UK
I greatly enjoyed reading the article “Are they ready? Organizational readiness for change among clinical teaching teams” by Bank et al.1 This explored whether organizational readiness for change (ORC) could facilitate curriculum change in postgraduate medical education (PGME). The study reported that clinical staff felt responsible for change, viewing “program directors” as their leaders, and as being part of a learning culture. However, the study reported difficulties in implementation due to insufficient managerial support and the absence of an implementation plan. This included the “absence of timelines”, as well as “insufficient re-evaluation cycles, training facilities and financial resources”.1 

Author's reply 

Lindsay Bank,1,2 Mariëlle Jippes,3 Jimmie Leppink,4 Albert JJA Scherpbier,4 Corry den Rooyen,5 Scheltus J van Luijk,6 Fedde Scheele1,2,7 

1
Department of Healthcare Education, OLVG Hospital, Amsterdam, the Netherlands; 2Faculty of Earth and Life Sciences, Athena Institute for Transdisciplinary Research, VU University, Amsterdam, the Netherlands; 3Department of Plastic Surgery, Erasmus Medical Centre, Rotterdam, the Netherlands; 4Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; 5Movation BV, Maarssen, the Netherlands; 6Department of Healthcare Education, Maastricht University Medical Center, Maastricht, the Netherlands; 7School of Medical Sciences, Institute for Education and Training, VU University Medical Center, Amsterdam, the Netherlands
 
Thank you for the opportunity to respond to Mr Mahmood’s letter. We appreciate the insightful comments made by Mr Mahmood in regard to our article “Are they ready? Organizational readiness for change among clinical teaching teams.”1 He describes several change models that can be used to implement change in postgraduate medical education (PGME) based on strategies previously used in healthcare settings. Additionally, he suggests the combined use of parts of these models for change in PGME.
As noted in our manuscript, change is known to be challenging and requires a proper change management strategy to improve the chances for success.1 Indeed, on a limited scale, change management strategies are used in healthcare settings. Unfortunately, these strategies rarely make a transfer into change processes in PGME. Therefore, for this study, we chose organizational readiness for change (ORC) as our change model, or “lens,” to improve the chances for successful change in PGME. The rationale for choosing this model is that it was previously, and successfully, used in undergraduate medical education2 which made us believe it could be of value in PGME as well.

View the original paper by Bank and colleagues

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