Flexibility is also key to success, as the change process is neither logical nor linear, often requiring concurrent forward and backward movement. Ultimately, a successful process is one where the numbers of stakeholders who stand to gain from the change are maximized, while those who stand to lose are minimized . The report that follows is based on interviews with various stakeholders in the curriculum, documents shared with us by the Office of the Associate Dean for Curriculum and our cumulative experiences with curriculum and curriculum change. We have divided the report into eight sections that contain key points gleaned from our evaluation, as well as specific recommendations to help address our issues of concern. The recommendations usually, but not always, follow from the key points.
Some points are self-explanatory in the action required.
John Shatzer, Ph.D. Stuart Slavin, M.D., M.Ed. Students are the largest and most significant stakeholders of the curriculum change and can offer a unique view of the process, being the only stakeholder that has experienced the curriculum firsthand. Module quality is highly variable. I and II is not always obvious to the students. A wide range of quality of learning opportunities among clerkships is apparent.