The ebb and flow of knowledge requires a constant reexamination of teaching methods. As new theory and practice evolve, teachers must be able to develop curriculum to reflect these changes in a way that supports student learning. However, current educational culture largely expects teachers to simultaneously deliver and design curricula, making it nearly impossible for them to do either expertly. As a result, students often receive lessons that are disjointed, rote and lack rigor.
Educators are increasingly aware that they must reexamine their teaching methods to keep pace with the rapidly changing world of science and technology. The curriculum is at the heart of the educational experience and is one of the few areas where there is significant scope for change.
This article presents the results of a qualitative study conducted to understand faculty concerns and challenges related to curriculum change. Thirty-seven interviews were conducted with clinical and basic science faculty, staff, and administrators. The interviews were analyzed using a conceptual framework of four stages of concern: awareness, information, personal, and management.
Respondents emphasized the need for additional resources, both financial and people (staff, leadership), in order to successfully carry out the planned curricular elements. They also emphasized that faculty development must move beyond workshops toward demonstration and mentoring. Finally, they highlighted the importance of an in-district review process and support system for implementing a successful curriculum revision policy.
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