Impact of national context and culture on curriculum change: A case study

Medical Teacher

Volumn 35, Issue 8, 2013, Pages 661-670

  Jippes, Mariëlle ^a   Driessen, Erik W ^a   Majoor, Gerard D ^b   Gijselaers, Wim H ^a   Muijtjens, Arno M M ^a   Van Der Vleuten, Cees P M ^a  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b Institute for Education   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; AUSTRIA; CULTURAL ANTHROPOLOGY; CURRICULUM; HEALTH SERVICES RESEARCH; HUMAN; LEADERSHIP; MEDICAL EDUCATION; MEDICAL SCHOOL; ORGANIZATION; ORGANIZATION AND MANAGEMENT; STANDARD; UNCERTAINTY; STANDARDS;

AUSTRIA; CULTURE; CURRICULUM; EDUCATION, MEDICAL; HUMANS; LEADERSHIP; ORGANIZATIONAL CASE STUDIES; ORGANIZATIONAL INNOVATION; SCHOOLS, MEDICAL; UNCERTAINTY;

EID: 84881083047     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.3109/0142159X.2013.785629     Document Type: Article

References (58)

1. Austria. 1997. Bundesgesetz über die Studien an den Universitäten (Universitäts-StudienGesetz -UnivStG). [Accessed 1 April 2011] Available from http://www.ris.bka.gv.at/Dokumente/BgblPdf/1997-48-1/1997- 48-1.pdf
2. Austria. Universities act. 2002. [Accessed 1 July 2011] Available from http://www.bmwf.gv.at/fileadmin/user-upload/wissenschaft/recht/englisch/E-UG.pdf
3. Barrows H, Tamblyn R. 1980. Problem-Based Learning: An approach to medical education. New York: Springer Publishing Company.
4. Bland CJ, Starnaman S, Wersal L, Moorehead-Rosenberg L, Zonia S, Henry R. 2000. Curricular change in medical schools: How to succeed. Acad Med 75: 575-594.
5. Bordage G, Harris I. 2011. Making a difference in curriculum reform and decision-making processes. Med Educ 45: 87-94.
6. Burtscher C, Pasqualoni P, Scot A. 2006. Universities and the regulatory framework: The Austrian university system in transition. Soc Epistemol 20: 241-258.
7. Claramita M, Sutomo AH, Graber MA, Scherpbier AJ. 2011. Are patientcentered care values as reflected in teaching scenarios really being taught when implemented by teaching faculty? A discourse analysis on an Indonesian medical school's curriculum. Asia Pac Fam Med 10(4): 1-10.
8. Den Hartog DN, House RJ, Hanges PJ, Ruiz-Quintanilla SA, Dorfman PW. 1999. Culture specific and cross-culturally generalizable implicit leadership theories: Are attributes of charismatic/transformational leadership universally endorsed? Leadership Quart 10: 219-256.
9. Dornhorst AC, Hunter A. 1967. Fallacies in medical education. Lancet 2: 666-667.
10. Evans R. 1996. The human side of school change. Reform, resistance, and the real-life problems of innovation. San Francisco: Jossey-Bass Publishers.
11. Everdingen Yv, Waarts E. 2003. The effect of national culture on the adoption of innovations. Market Lett 14: 217-232.
12. Flanagan JC. 1954. The critical incident technique. Psychol Bull 51: 327-358.
13. Forster R, Braunegger-Kallinger G, Krajic K. 2011. Austrian health consumer groups: Voices gaining strength?. In: Löfgren H, de Leeuw E, Leahy M, editors. Democratizing health: Consumer groups in the policy process. Cheltenham: Edward Elgar Publishing. pp 143-160.
14. Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. 2010. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet 376: 1923-1958.
15. Gale R, Grant J. 1997. AMEE Medical Education Guide No. 10: Managing change in a medical context: Guidelines for action. Med Teach 19: 239-249.
16. Geertz C. 1973. Thick Description: Toward an interpretive theory of culture. New York: Basic books.
17. Genis-Gruber A. 2011. Impact of culture on perception of charismatic leadership. Int J Knowl Cult Change Manag 10: 73-95.
18. Genn JM. 2001. AMEE medical education guide no. 23 (part 2): Curriculum, environment, climate, quality and change in medical education: A unifying perspective. Med teach 23: 445-454.
19. Gijselaers W. 1997. Innovating professional education: The need for curriculum reform. Zeitschrift für Hochschuldidaktik 3: 20-31.
20. Gijselaers W, Harendza S. 2006. Dynamics planned change: When participants talk back. In: Hunt L, Bromage A, Thomkinson B, editors. The realities of educational change. London: Routledge Falmer Press.
21. Glatz E, Krajic K, Pelikan J. 1992. Absolventinnen im reformierten Medizinstudium an den Fakultäten Wien und Graz [Report on the medical graduates of the faculties Graz and Vienna]. Ausgewahlte Analysen. Ludwig Boltzmann, Institut für Medizin und Gesundheidssoziologie. Gesundheitsberufe/3. Wien.
22. Glossmann HH, Peskar BA. 1998. Bitter pill to swallow over medical education. Nature 396: 614.
23. Goodman LA. 1961. Snowball sampling. Ann Math Statist 32: 148-170.
24. Guilbert JJ. 2001. Curriculum change and strategies, past and present: Why is it taking so long? Educ for Health 14: 367-372.
25. Harden RM, Sowden S, Dunn WR. 1984. Educational strategies in curriculum development: The spices model. Med Educ 18: 284-297.
26. Hofstede G. 2001. Culture's Consequences. Comparing values, behaviors, institutions, and organizations across nations. New York: Sage Publications.
27. Holzleithner E, Strasser S. 2006. Gender equality, cultural diversity: The Austrian experience. Presented at: Conference on Gender Equality; June 7-8 2006; Amsterdam, Netherlands. [Accessed 12 September 2011] Available from http://www.fsw.vu.nl/en/research/research-programmes/sociology/ social-change-and-conflict/conferencegender- equality.asp
28. House R, Hanges P, Javidan M, Dorfman P, Gupta V. 2004. Culture, leadership and organizations. The GLOBE study of 62 Societies. New York: Sage publications.
29. Jippes M, Majoor GD. 2008. Influence of national culture on the adoption of integrated and problem-based curricula in Europe. Med Educ 42: 279-285.
30. Jippes M, Majoor GD. 2011. Influence of national culture on the adoption of integrated medical curricula. Adv Health Sci Educ Theory Pract 16: 5-16.
31. Kanter SL. 2008. Toward better descriptions of innovations. Acad Med 83: 703-704.
32. Kirkman BL, Lowe KB, Gibson CB. 2006. A quarter century of culture's consequences: A review of empirical research incorporating hofstede's cultural values framework. J of Intern Business Stud 37: 285-320.
33. Kotter J. 1995. Leading change. Boston: Harvard Business School Press.
34. Lewin K. 1951. Field Theory in Social Science; Selected Theoretical Papers. New York: Harper.
35. Lischka M. 2010. Medical universities in Austria: Impact of curriculum modernization on medical education. GMS Z Med Ausbild 27: 1-5.
36. März R, Stein J. 1997. Reform of the medical curriculum in Austria. A report on the current situation. Zeitschrift für Hochschuldidaktik 3: 7-12.
37. Mennin SP, Krackov S. 1998. Reflections on relevance, resistance and reform in medical education. Acad Med 73: S60-S64.
38. Merl PA, Csanyi CS, Petta P, Lischka M, Marz R. 2000. The process of defining a profile of student competencies at the University of Vienna Medical School. Med Educ 34: 216-221.
39. Miles M, Huberman A. 1994. Qualitative data analysis. Thousand Oaks, CA: Sage.
40. Norman GR, Vleuten Cvd, Newble D. 2002. International handbook of research in medical education. Dordrecht; Boston: Kluwer Academic.
41. Papa FJ, Harasym PH. 1999. Medical curriculum reform in North America, 1765 to the present: A cognitive science perspective. Acad Med 74: 154-164.
42. Pecher H. 2005. University autonomy in Austria. Presented at: ASEAN-EU University Network Programme (AUNP); January 13-15 2005; Barcelona, Spain. [Accessed 1 May 2011] Available from www.iff.ac.at/hofo/WP/IFF-hofo.05.001- pechar-autonomy.pdf
43. Pelikan J, Krajic K, Lischka M. 1989. Studienreform in Medizinstudium [Report on the improvement of medical education in Austria]. Gutachten im Auftrag des Bundesministeriums für Wissenschaft und Forschung. Ö sterreichische Gesellschaft für Medizinsoziologie, Wien.
44. Prideaux. 2004. Managing change in medical education. CDTLink 8(3). [Accessed 28 December 2011] Available from http://www.cdtl.nus.edu.sg/link/ nov2004/ic.htm
45. Prodinger W. 2008. The process of medical curriculum reform in Innsbruck, Austria. Zeitschrift für Hochschulentwicklung 3: 1-16.
46. Rásky E. 2001. A program for faculty and organizational development for the medical faculty of the University of Graz based upon an analysis of changed educational needs in the medical professions and society, Master of Medical Education (MME) thesis, Universitat Bern.
47. Reibnegger G, Haas J, Neges H, Smolle J. 2008. The reform of the medical curriculum at the Medical University of Graz. Zeitschrift für Hochschulentwicklung 3: 48-61.
48. Rogers E. 1995. Diffusion of innovations. New York: Free Press.
49. Schmidt HG, Machiels-Bongaerts M, Hermans H, ten Cate TJ, Venekamp R, Boshuizen HP. 1996. The development of diagnostic competence: Comparison of a problem-based, an integrated, and a conventional medical curriculum. Acad Med 71: 658-664.
50. Schober B, Spiel C, Reimann R. 2004. Young physicians' competences from different points of view. Med Teach 26: 451-457.
51. Schutz W. 1998. Shortcomings of medical education in Austria. Zeitschrift für Hochschuldidaktik 4: 52-53.
52. Segouin C, Hodges B. 2005. Educating doctors in France and Canada: Are the differences based on evidence or history? Med Educ Dec 39(12): 1205-1212.
53. Shane S. 1992. Why do some societies invent more than others? J of Business Venturing 7: 29-46.
54. Signorini P, Wiesemes R, Murphy R. 2009. Developing alternative frameworks for exploring intercultural learning: A critique of Hofstede's cultural difference model. Teach Higher Educ 14: 253-264.
55. Simunovic VJ, Hren D, Ivanis A, Dorup J, Krivokuca Z, Ristic S, et al. 2007. Survey of attitudes towards curriculum reforms among medical teachers in different socio-economic and cultural environments. Med Teach 29: 833-835.
56. Sully MAA. 1990. Contemporary history of Austria. London; New York: Routledge.
57. Trompenaars FWP. 2005. Business across cultures. West Sussex: Capstone publishing.
58. Wong AK. 2011. Culture in medical education: Comparing a Thai and a Canadian residency programme. Med Educ 45: 1209-1219.