Journal of Medical Education and Curricular Development最新文献

{"title":"Ask the Parent: Developing a Pediatric Feedback Form for Medical Learners.","authors":"Sarah-Marie Durr, Sanjida Newaz, Susan Petryk","doi":"10.1177/23821205251327375","DOIUrl":"https://doi.org/10.1177/23821205251327375","url":null,"abstract":"<p><strong>Background: </strong>Patient-centered medicine prioritizes patients' perspective to actively involve them in their care. Medical education and assessments must reflect this approach. Current patient feedback forms for medical learners are designed for the adult patient and are thus not suited for pediatrics. We aimed to determine if parents/caregivers and simulated patients (SPs) are willing to provide feedback to medical learners and if learners would be receptive to this feedback. We then identified which specific feedback caregivers, SPs, and learners consider most important.</p><p><strong>Methods: </strong>REDCap surveys were emailed to caregivers whose child had been seen at Child and Youth Services in Regina, Saskatchewan, from 2020 to June 2023, and to University of Saskatchewan (USask) SPs. Another survey was sent to USask medical students and family medicine and pediatric residents. Surveys asked what specific feedback each group would most prefer to give (caregivers/SPs) or receive (learners) using a Likert scale to rate importance. Descriptive statistics were computed using R software. The highest-ranked options were combined to form a single questionnaire to be given following a clinical encounter.</p><p><strong>Results: </strong>All three groups agree that medical learners should receive feedback from sources beyond physicians alone (caregivers: 73.6%, SPs: 89.5%, and learners: 88.9%). The five most highly rated areas for feedback were \"explains things clearly,\" \"involves me in the decisions about the medical plans (for my child),\" \"addresses my concerns and takes them seriously,\" \"listens and gives their full attention,\" and \"did or said anything that made me (or my child) uncomfortable.\"</p><p><strong>Conclusions: </strong>All three groups overwhelmingly agree that caregivers/patients should provide feedback on learners' clinical skills, confirming the utility of a pediatric feedback form. The most important areas of feedback identified were consolidated into a user-friendly feedback form consisting of five questions with a Likert-scale rating plus a section for free written narrative feedback.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251327375"},"PeriodicalIF":2.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907601/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working Towards a Decolonized, Longitudinal, and Equitable Global Health Training and Partnerships Program.","authors":"Jason Beste, Sara Beste, Danielle Okezie, Michelle María Jiménez de Tavárez, Ana Lucia Torres Castillo, Emilio Q Salao Sterckx, Mardell A Wilson","doi":"10.1177/23821205251324297","DOIUrl":"https://doi.org/10.1177/23821205251324297","url":null,"abstract":"<p><strong>Objectives: </strong>Growth of global health education programs has blossomed over the past two decades in the United States; yet many do not address the roots of colonialism and racism in medicine. This paper highlights the Arrupe Global Scholars and Partnerships Program (AGSPP) at Creighton University, a social justice and innovative five-year MD-MPH global health equity and partnership program for medical students, international partners, and the communities impacted by these partnerships.</p><p><strong>Methods: </strong>Using the applied social-ecological model as the global health educational framework, AGSPP launched a training and partnership program grounded in decolonized principles and global health equity.</p><p><strong>Results: </strong>AGSPP developed three pillars of its program and monitoring, learning, and evaluation (MEL) platform to track its indicators and progression towards its goal of working towards eradicating health injustice by promoting equitable access to quality healthcare, especially within communities that are marginalized. The first pillar consists of a five-year MD-MPH and global health equity training program grounded in decolonizing, accompaniment, social justice principles. The second pillar consists of creating equitable and power-balanced international partnerships with four academic medical centers in Rwanda, Nepal, Ecuador, and Dominican Republic. The third pillar implemented was identifying, collaborating, and accompanying local communities listening to their concerns and ideas for solutions.</p><p><strong>Conclusion: </strong>AGSPP's three-pillar framework is built on a foundational ethos of solidarity and justice, intended to deconstruct neocolonialistic processes while advancing health equity, social justice, and pragmatic solidarity. We believe sharing our experiences of creating a program that has an intentional focus on historical context, prioritizing equitable collaboration with partner institutions and communities between the Global South and Global North, will lead to future justice-oriented leaders of tomorrow and serve as an example for additional global health programs who have a similar interest.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251324297"},"PeriodicalIF":2.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907600/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Urology Match: Social Media, Program Factors, and Their Effect on Application Trends.","authors":"F Pearce Kudlata, William M Pearson, Luke G Scanlan, Salil S Ghamande, Brittany Ange, John DeCaro, Zachary Klaassen, Martha K Terris","doi":"10.1177/23821205251326172","DOIUrl":"https://doi.org/10.1177/23821205251326172","url":null,"abstract":"<p><strong>Purpose: </strong>With the growing interest in urology, it is increasingly important and useful to understand the factors that attract urology residency applicants to programs. We sought to investigate the impact of social media and other program-related characteristics on the application rates of urology residency programs.</p><p><strong>Materials and methods: </strong>Match cycle data for 2019-2022 was collected for 140 accredited urology residency programs in the United States. The associations between the number of applicants, program social media presence and activity, Doximity rankings, program size, city population, and city quality of life were assessed. Multivariate analyses were conducted.</p><p><strong>Results: </strong>Programs with Twitter/X, Facebook, and YouTube had significantly more applicants than those without (<i>p</i> < 0.05). There was a significant positive correlation between application rates and activity metrics on Twitter/X but not on other platforms (<i>p</i> < 0.05). Programs with more residents and higher reputation rankings received more applications from 2019 to 2022, including in the multivariate model (<i>p</i> < 0.05). Programs in cities with larger populations, but not better city quality of life rankings, received significantly more applicants from 2019 to 2022 (<i>p</i> < 0.0001).</p><p><strong>Conclusions: </strong>Programs should prioritize the use of Twitter/X to enhance their visibility, showcase their strengths, and connect with applicants. Reputation rankings and program size have the greatest effect on application rates, while city population and overall social media presence also play important roles. Residency programs can leverage these insights to enhance their appeal to potential applicants who might be the best \"fit\".</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251326172"},"PeriodicalIF":2.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11907619/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143651299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Landscape Analysis of Emergency Medicine Residency Education on Domestic Violence.","authors":"Alana Harp, Michelle A Gimenez, Adrené Garabedian, Maria Alejandra Ruiz, Jennifer A Newberry","doi":"10.1177/23821205251324010","DOIUrl":"10.1177/23821205251324010","url":null,"abstract":"<p><strong>Background: </strong>Domestic violence (DV) is a public health problem in the United States. Emergency physicians are often the first providers to see patients needing acute care for injuries sustained secondary to DV and are an important part of the healthcare workforce for underserved populations seeking help. While much has been published about the need for better identification and care of this population, little is known about the current prevalence and characterization of DV curricula in accredited emergency medicine residency programs.</p><p><strong>Methods: </strong>Cross-section survey of program directors sent to 232 Accreditation Council for Graduate Medical Education-accredited emergency medicine residency programs to learn about the presence, content, format, and barriers related to implementation of DV curriculum in their residency programs. The survey was open from May to June 2022.</p><p><strong>Results: </strong>A total of 63 programs responded (response rate: 26%). In total, 84% of programs reported having some form of DV curriculum, with the majority of respondents (81%) offering 1-5 h of content. Most programs included content on intimate partner violence (92%), child abuse (91%), and human trafficking (91%), but only 79% of programs had content on elder abuse. The most common modalities of DV curriculum implementation were didactic lectures (98%) and bedside teaching (51%). In total, 20.5% of 3-year programs had no DV curricula, while 44% of programs planned to implement improvements to their curriculum. The most common barriers to implementing additional education or further strengthening DV curriculum were lack of time in curriculum (69%) and lack of expertise in faculty (25%).</p><p><strong>Conclusions: </strong>The majority of residency program respondents offer some formal DV curriculum with variation in the delivery modality and curriculum time dedicated to DV. There are existing solutions to address the barriers faced by the many programs that hope to improve their DV curriculum. Creative solutions, such as incorporating non-emergency medicine lectures or supporting faculty in bedside teaching, could help residencies meet the American College of Emergency Physician recommendation for integrating the DV curriculum into emergency medicine training.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251324010"},"PeriodicalIF":2.0,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11877464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resident Perspectives Regarding Education on Attending Rounds.","authors":"Ian J Larson, Alana R Siev, Cristina M Gonzalez","doi":"10.1177/23821205251324019","DOIUrl":"10.1177/23821205251324019","url":null,"abstract":"<p><strong>Introduction: </strong>An important component of internal medicine resident education is morning (attending) rounds. Effective aspects of medical education include involving all team members, minimizing distractions, asking questions, and having ready access to data, all of which may not be present during rounds. There is limited information on learner-centered rounds or resident perspectives about education during rounds. To inform a learner-centered approach to rounds, the investigators conducted a focus group study of Internal Medicine residents exploring their perceived strengths and weaknesses of rounds, and how rounds could be better used as a teaching tool.</p><p><strong>Methods: </strong>Three 60-min focus groups were conducted with N = 21 postgraduate year 2/3 Internal Medicine Residents at Montefiore Medical Center in Bronx, NY, USA in 2021-2022. Two resident investigators led the focus groups using a semistructured interview guide. Questions included defining types of rounds, benefits and pitfalls of various rounding styles, their impact on resident education, and recommendations to improve education on morning rounds. The sessions were audio recorded, transcribed verbatim, and de-identified. Transcripts were analyzed through inductive thematic analysis.</p><p><strong>Results: </strong>Rounding styles identified were bedside, table rounds, and a hybrid approach. Three themes emerged through analysis of the data: (1) A hybrid model offers an optimal balance of education; (2) full bedside rounds have unintended pitfalls; and (3) Attending preparation affects the quality of rounds.</p><p><strong>Conclusions: </strong>Residents' perceptions of the education on attending rounds are impacted by both attending rounding style and advanced preparation. Our participants' insights could inform a rounding approach that optimizes both patient- and learner-centeredness.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251324019"},"PeriodicalIF":2.0,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11877459/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Creation of Shared Mental Models in Simulation Training Enhances Quality of Resuscitation: A Randomized Controlled Study.","authors":"Christopher Friederich, Leonie Schulte-Unetrop, Denisa Cenaj, Leonie Fée Kröger, Josephine Küllmei, Christian Zöllner, Parisa Moll-Khosrawi","doi":"10.1177/23821205251316749","DOIUrl":"10.1177/23821205251316749","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to enhance the quality of Advanced Cardiac Life Support (ACLS) training, with quality defined as the combination of technical skills (TS) and non-technical skills (NTS), by addressing the gap in effective methods for developing NTS through simulation-based medical education (SBME). Specifically, it sought to develop and evaluate a strategy for establishing shared mental models (SMM) and fostering trust among team members during undergraduate emergency training.</p><p><strong>Methods: </strong>This study was conducted during mandatory ACLS undergraduate simulation training sessions. The control group participated in traditional, teacher-led classes and debriefings, while the intervention group received training incorporating SMM as the intervention. The study evaluated the quality of cardiopulmonary resuscitation as the primary outcome, encompassing both TS and NTS. Additionally, changes in undergraduate situational motivation, assessed within the framework of self-determination theory, and subjective learning gains were analyzed.</p><p><strong>Results: </strong>The control group demonstrated a significant improvement in TS (<i>P</i> = .030), while the intervention group did not (<i>P</i> = .078). Conversely, the intervention group showed a significant improvement in NTS (<i>P</i> = .01; 95% confidence interval [0.296, 2.17]), whereas the control group did not (<i>P</i> = .105). The motivational changes of both groups were comparable, reflecting high levels of autonomous motivation. Both groups also reported significant learning gains.</p><p><strong>Conclusion: </strong>This study demonstrates that SBME is highly effective for teaching TS. However, it is crucial to incorporate advanced instructional methods focusing on NTS. One promising approach is the development of SMM. Based on our results, hands-on practice remains essential and should not be restricted to theoretical or conceptual training. A balanced combination of advanced didactic techniques and practical application ensures that learners develop both, TS and NTS. SBME and the development of SMM equally address both the motivational and content dimensions of learning, enhancing student engagement while effectively conveying essential knowledge and skills.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251316749"},"PeriodicalIF":2.0,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11873864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design, Implementation, and Evaluation of Case-Based Learning Aimed at Improving Undergraduate Medical Students' Satisfaction, Attitude, Knowledge, and Skills in the Anatomy Course: An Interventional Study.","authors":"Amir Mohammad Salehi, Mahdi Ramezani, Elham Khanlarzadeh, Mahnaz Khatiban, Mohammad Ahmadian, Zohreh Alizadeh","doi":"10.1177/23821205251317942","DOIUrl":"https://doi.org/10.1177/23821205251317942","url":null,"abstract":"<p><strong>Objective: </strong>Anatomy, a foundational preclinical course in medical education, is crucial for students. However, a comprehensive comparison of case-based learning (CBL) and lecture-based learning (LBL) in anatomy instruction is lacking. This study investigates the effectiveness of CBL and LBL methods in a lower limb anatomy course, evaluating medical students' satisfaction, attitudes, knowledge, and skills.</p><p><strong>Method: </strong>This prospective cohort comparison study was conducted over three academic years, using a hybrid instructional approach to accommodate COVID-19 protocols. Six groups of undergraduate medical students (n = 466) were randomly assigned to either CBL (n = 231) or LBL (n = 235). Both groups had the same curriculum, learning objectives, and instructor. The LBL group received lectures, while the CBL group engaged with clinical cases and radiographic images, followed by interaction and knowledge application. Questionnaires were used to collect data on student demographics, satisfaction, and attitudes, and learning progress was assessed through tests. Data were analyzed using SPSS 22 with t-tests, Wilcoxon tests, and Pearson's correlation coefficient (≤ .05).</p><p><strong>Results: </strong>Compared to the LBL group, the CBL group demonstrated significantly higher levels of knowledge (15.05 ± 3.12 vs. 13.32 ± 3.77; <i>P</i> < .001) and skills (15.54 ± 3.95 vs. 12.75 ± 5.09; <i>P</i> < .001). Students in the CBL group also reported significantly greater satisfaction (<i>P</i> < .001) and a more positive attitude toward the learning method (42.78 ± 8.01 vs. 34.7 ± 35.64; <i>P</i> < .001).</p><p><strong>Conclusion: </strong>CBL significantly enhances knowledge, skills, satisfaction, and attitudes of first-year medical students learning lower limb anatomy. This makes CBL an effective instructional method for anatomy courses.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251317942"},"PeriodicalIF":2.0,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11869236/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advances in Developing Medical Students' 'Web-side Manner'.","authors":"Ophelia Millar, Gledisa Musollari","doi":"10.1177/23821205211064692","DOIUrl":"https://doi.org/10.1177/23821205211064692","url":null,"abstract":"","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205211064692"},"PeriodicalIF":2.0,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11869235/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Medical Student Engagement in Flipped Classrooms: Insights on Motivation and Peer Learning.","authors":"Khalid Khadawardi, Dahlia Mirdad, Hisham Nasief, Amber Hassan, Humaira Waseem, Ammara Butt, Njoud E Aldardeir, Wed Salah, Abeer F Zakariyah, Abdulrahman Alboog","doi":"10.1177/23821205251320756","DOIUrl":"10.1177/23821205251320756","url":null,"abstract":"<p><strong>Background: </strong>Flipped classrooms have gained popularity for their ability to improve educational outcomes by flipping traditional teaching approaches and fostering interactive learning settings. Our study aims to assess the impact of these classrooms on medical students' motivation, critical thinking skills, and facilitation of collaborative learning.</p><p><strong>Methods: </strong>A quasi-experimental study was conducted to involve quantitative surveys administered to students both before and after the teaching session. A predefined questionnaire was used to assess 5 key outcomes: Motivation, Critical Thinking, Student-centered learning, Learning benefits, and Peer-Assisted Learning. Data were collected at 2 points to capture changes throughout the intervention.</p><p><strong>Results: </strong>The introduction of the flipped classroom approach led to a significant improvement in medical student performance, with average test scores rising from 13.25 ± 2.36 to 16.08 ± 1.5 (<i>P</i> < .05). Students' perceptions of the flipped classroom also improved, with the impact scale score increasing from 41.91 ± 4.9 to 69.71 ± 9.72 (<i>P</i> < .05). There was a statistically significant difference before and after the engagement, suggesting that the flipped classroom approach successfully improved students' motivation, engagement, collaborative learning, and critical thinking skills.</p><p><strong>Conclusion: </strong>Our findings highlight the positive efficacy of flipped classrooms in creating a more interactive and supportive learning environment. The study concludes with recommendations for educators on how to implement best practices to enhance student engagement and improve learning outcomes in flipped classroom settings.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251320756"},"PeriodicalIF":2.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11866390/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143524957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Complex Adaptive Systems Approach to Health Professions Education Transformation: The Case of the University of Missouri-Columbia School of Medicine and an Integrated Quality Improvement-Interprofessional Collaborative Practice Curriculum.","authors":"Katherine Stevenson, Marcel D'Eon, Linda Headrick, Boel Andersson Gäre","doi":"10.1177/23821205251315624","DOIUrl":"https://doi.org/10.1177/23821205251315624","url":null,"abstract":"<p><strong>Objectives: </strong>In 2003, the University of Missouri-Columbia School of Medicine (MU SOM) initiated an integrated quality improvement-interprofessional collaborative practice (QI-ICP) curriculum as part of a larger curriculum renewal process. While exploring a different case study focused on the content of the curriculum, investigators became intrigued by MU SOM's approach to change, specifically, how complex adaptive systems (CAS) thinking may have supported sustained transformational change in curriculum across multiple health professions programs. The primary aim of this study was to elucidate the aspects of MU's experience with transformation that were grounded in CAS. A secondary aim was to explore the usefulness of a CAS-based management framework for organizational transformation using the case of curricular transformation in health professions education at MU.</p><p><strong>Methods: </strong>Data collection involved interviews, with twelve faculty from a variety of programs, and document analysis, including previously published papers and gray literature (websites, organizational charts and planning documents, and faculty development materials).</p><p><strong>Results: </strong>Using abductive analysis, we found that leadership in the health professions programs at MU, informed by earlier learning about organizational sensemaking and CAS theory, addressed all 9 of the characteristics of CAS presented in the initial framework. Additionally, systematic combining revealed the need to adjust the framework to ensure applicability to health professions education. The analysis of MU's experience also offered key insights into how that transformation happened in practice. The CAS framework adjustments make explicit the importance of common purpose and the concept of leadership as an emergent event and make it easier to apply the framework to a broader set of organizational contexts, including health professions education.</p><p><strong>Conclusion: </strong>The use of the adjusted framework, informed by insights from this specific case, may help health professions education programs evaluate past change efforts or plan for future change.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251315624"},"PeriodicalIF":2.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11869308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}