Managing the initial period of implementation of educational change

Sharifah H. Shahabudin, N. Safiah

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    Three years ago the Universiti Kebangsaan Malaysia medical school changed its curriculum from the traditional discipline based curriculum to the integrated organ-system approach. Once change was effected a process of Refreezing' had to be initiated whereby new responses had to be reintegrated into the ongoing personality or emotional relationships of important people so that the change process will endure and become stable. During this refreezing process the faculty encountered several problems which could thwart further development of the new curricula if left unresolved. The nature of the problems seemed to indicate that curricular change involves more than just efforts at bettering the what and ways of student learning and assessment. A lot of energy was also spent on keeping things going, keeping people motivated, making sure the work was done (at least as well as it has in the past), looking for better ways to do things, weighing new solutions and to be alert to new problems. In ensuring the continuance of change it was important to ensure, from the outset the institutionalization of policies, programmes, procedures and practices for continuing reward, routinization, structural integration into the system, continuing evaluation and providing for continuing maintenance.

    Original languageEnglish
    Pages (from-to)205-211
    Number of pages7
    JournalMedical Teacher
    Volume13
    Issue number3
    DOIs
    Publication statusPublished - 1991

    Fingerprint

    Curriculum
    curriculum
    Systems Integration
    Institutionalization
    Malaysia
    Medical Schools
    Reward
    institutionalization
    Personality
    reward
    personality
    Maintenance
    Learning
    Students
    energy
    evaluation
    school
    learning
    student

    ASJC Scopus subject areas

    • Medicine(all)
    • Education
    • Public Health, Environmental and Occupational Health
    • Nursing(all)

    Cite this

    Managing the initial period of implementation of educational change. / Shahabudin, Sharifah H.; Safiah, N.

    In: Medical Teacher, Vol. 13, No. 3, 1991, p. 205-211.

    Research output: Contribution to journalArticle

    Shahabudin, Sharifah H. ; Safiah, N. / Managing the initial period of implementation of educational change. In: Medical Teacher. 1991 ; Vol. 13, No. 3. pp. 205-211.
    @article{51c7cd4cfd774defacd3b2d3eb3aaecc,
    title = "Managing the initial period of implementation of educational change",
    abstract = "Three years ago the Universiti Kebangsaan Malaysia medical school changed its curriculum from the traditional discipline based curriculum to the integrated organ-system approach. Once change was effected a process of Refreezing' had to be initiated whereby new responses had to be reintegrated into the ongoing personality or emotional relationships of important people so that the change process will endure and become stable. During this refreezing process the faculty encountered several problems which could thwart further development of the new curricula if left unresolved. The nature of the problems seemed to indicate that curricular change involves more than just efforts at bettering the what and ways of student learning and assessment. A lot of energy was also spent on keeping things going, keeping people motivated, making sure the work was done (at least as well as it has in the past), looking for better ways to do things, weighing new solutions and to be alert to new problems. In ensuring the continuance of change it was important to ensure, from the outset the institutionalization of policies, programmes, procedures and practices for continuing reward, routinization, structural integration into the system, continuing evaluation and providing for continuing maintenance.",
    author = "Shahabudin, {Sharifah H.} and N. Safiah",
    year = "1991",
    doi = "10.3109/01421599109098984",
    language = "English",
    volume = "13",
    pages = "205--211",
    journal = "Medical Teacher",
    issn = "0142-159X",
    publisher = "Informa Healthcare",
    number = "3",

    }

    TY - JOUR

    T1 - Managing the initial period of implementation of educational change

    AU - Shahabudin, Sharifah H.

    AU - Safiah, N.

    PY - 1991

    Y1 - 1991

    N2 - Three years ago the Universiti Kebangsaan Malaysia medical school changed its curriculum from the traditional discipline based curriculum to the integrated organ-system approach. Once change was effected a process of Refreezing' had to be initiated whereby new responses had to be reintegrated into the ongoing personality or emotional relationships of important people so that the change process will endure and become stable. During this refreezing process the faculty encountered several problems which could thwart further development of the new curricula if left unresolved. The nature of the problems seemed to indicate that curricular change involves more than just efforts at bettering the what and ways of student learning and assessment. A lot of energy was also spent on keeping things going, keeping people motivated, making sure the work was done (at least as well as it has in the past), looking for better ways to do things, weighing new solutions and to be alert to new problems. In ensuring the continuance of change it was important to ensure, from the outset the institutionalization of policies, programmes, procedures and practices for continuing reward, routinization, structural integration into the system, continuing evaluation and providing for continuing maintenance.

    AB - Three years ago the Universiti Kebangsaan Malaysia medical school changed its curriculum from the traditional discipline based curriculum to the integrated organ-system approach. Once change was effected a process of Refreezing' had to be initiated whereby new responses had to be reintegrated into the ongoing personality or emotional relationships of important people so that the change process will endure and become stable. During this refreezing process the faculty encountered several problems which could thwart further development of the new curricula if left unresolved. The nature of the problems seemed to indicate that curricular change involves more than just efforts at bettering the what and ways of student learning and assessment. A lot of energy was also spent on keeping things going, keeping people motivated, making sure the work was done (at least as well as it has in the past), looking for better ways to do things, weighing new solutions and to be alert to new problems. In ensuring the continuance of change it was important to ensure, from the outset the institutionalization of policies, programmes, procedures and practices for continuing reward, routinization, structural integration into the system, continuing evaluation and providing for continuing maintenance.

    UR - http://www.scopus.com/inward/record.url?scp=0026305835&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=0026305835&partnerID=8YFLogxK

    U2 - 10.3109/01421599109098984

    DO - 10.3109/01421599109098984

    M3 - Article

    C2 - 1745110

    AN - SCOPUS:0026305835

    VL - 13

    SP - 205

    EP - 211

    JO - Medical Teacher

    JF - Medical Teacher

    SN - 0142-159X

    IS - 3

    ER -