Presentation Description
Nancy Moreno1
Peter Boedeker1 and Nadia Ismail1
1 Baylor College of Medicine
Peter Boedeker1 and Nadia Ismail1
1 Baylor College of Medicine
Background.
Many medical and health professions education programs are embracing innovations, such as active learning, integrated curricula, early clinical experiences, and opportunities for student research. The effectiveness of such innovations, however, hinges on the quality of their implementation by key players, such as content developers, facilitators, and coordinators. Examining the concerns of the implementers and their levels of implementation is essential for informed decision-making and program improvement. The evidence-driven Concerns-Based Adoption Model (CBAM) is a useful conceptual framework for this purpose because it holistically considers and helps evaluate the technical, organizational, and personal aspects of the change process. (1)
Many medical and health professions education programs are embracing innovations, such as active learning, integrated curricula, early clinical experiences, and opportunities for student research. The effectiveness of such innovations, however, hinges on the quality of their implementation by key players, such as content developers, facilitators, and coordinators. Examining the concerns of the implementers and their levels of implementation is essential for informed decision-making and program improvement. The evidence-driven Concerns-Based Adoption Model (CBAM) is a useful conceptual framework for this purpose because it holistically considers and helps evaluate the technical, organizational, and personal aspects of the change process. (1)
Importance of Topic.
The successful implementation of educational innovations requires a thorough examination and resolution of educator concerns and needs—a major challenge highlighted in a recent study on curricular reforms in medical education across North America. (2) The CBAM framework becomes a valuable tool in this process because it assesses the degree to which individuals integrate innovations into their practice, thereby guiding the design of appropriate intervention and support strategies. Moreover, it specifically addresses Kirkpatrick Level 3 (behavior), a critical aspect often overlooked in many program evaluation or assessment frameworks. (3)
The successful implementation of educational innovations requires a thorough examination and resolution of educator concerns and needs—a major challenge highlighted in a recent study on curricular reforms in medical education across North America. (2) The CBAM framework becomes a valuable tool in this process because it assesses the degree to which individuals integrate innovations into their practice, thereby guiding the design of appropriate intervention and support strategies. Moreover, it specifically addresses Kirkpatrick Level 3 (behavior), a critical aspect often overlooked in many program evaluation or assessment frameworks. (3)
In this session, an experienced curriculum and evaluation/assessment team will guide participants through each of the three elements of the model and provide opportunities to plan for applying the tools at their own locations.
Workshop Format.
The workshop will apply active learning approaches throughout the session.
The workshop will apply active learning approaches throughout the session.
- Session Introduction: Think-pair-share activity to discover participants’ current program assessment and evaluation challenges or opportunities.
- Understanding the Concerns-Based Adoption Model (CBAM): Overview of the seven categories of individual concerns regarding an innovation, followed by a small group activity identifying faculty concerns related to education reforms at their own institutions.
- Applying the Model: Case study of how the CBAM model is being applied at one institution.
- Small Group Activity: Each group collaboratively develops an example “innovation configuration,” with specific descriptions of what a new program should look like in practice, including expected levels of use.
- Presentations and Discussion: Groups will describe their innovation configurations; followed by discussion of how the approach can be used for longitudinal program evaluation and to gauge fidelity of implementation.
- Concluding Discussion: Group discussion of key take aways, such as, How might this evaluation approach be used in your own situation? How does estimating individual stages of concern impact faculty development priorities? How do the data provided through this approach complement other ongoing assessments at your institution?
Who Should Participate.
This workshop is relevant to a wide range of conference participants, including curriculum developers, course leaders and individual engaged in program assessments or evaluations. They will gain experience with a comprehensive, stakeholder- centered and research-based approach to educational program implementation evaluation.
Level of Workshop.
Beginner and intermediate
Workshop Outcomes
After participating in this workshop, participants will be able to:
- describe the three elements of the Concerns-Based Adoption Model framework, and
- apply the framework for formative and summative program evaluations of educational
- innovations (curriculum, teaching practices, etc.) at their own institutions.
References (maximum three)
- Hord S, Rutherford W, Huling L, Hall G. (2014). Taking Charge of Change. Austin, TX USA: SEDL.
- Pock A, Durning S, et al. (2019). Post-Carnegie II curricular reform: a north American survey of emerging trends & challenges. BMC Med Educ 19, 260.
- Nouraey P, Al-Badi A, Riasati M, Maata R. (2020). Educational Program and Curriculum Evaluation Models: A Mini Systematic Review of the Recent Trends. Universal Journal of Educational Research 8(9). 4048–4055.