TITLE:
Recognizing Change in Post-Graduate Medical Education Using the Organizational Knowledge Creation Model
AUTHORS:
Nicolas Fernandez, Nicole Leduc, Nathalie Caire Fon, Louis-Georges Ste-Marie, Dat Nguyen-Dinh, Andrée Boucher
KEYWORDS:
Competency-Based Medical Education, Organizational Change, Knowledge Creation, Faculty Development, Qualitative Research
JOURNAL NAME:
Creative Education,
Vol.11 No.5,
May
25,
2020
ABSTRACT: Context: Université de Montréal medical school implemented
Competency-based medical education, an important
organizational change. Recognizing and
reporting progress towards change is critical for success. Yet, informative
frameworks that allow educators to track progress aren’t available. We used the
Organizational Knowledge Creation Model for such a purpose. Purpose: This paper reports on how we used the Organizational Knowledge Creation Model to recognize change towards
Competency-based Medical Education implementation. Method: Because Organizational Knowledge Creation Model focuses on the
relationships between individuals and social structures, we selected an
embedded case study approach. Diverse case sampling was used to select three academic departments: internal medicine,
surgery and psychiatry. Data collection was conducted at two intervals,
two years apart. Semi-structured interviews (individual and group) were
conducted with Department Heads and Educators. Thematic analysis was conducted
on the 15 interview transcripts and coded according to the four Organizational
Knowledge Creation Model stages. Results: As implementation begins, selected and trained Educators critically revisit
teaching routines and develop common
conception of Competency-based medical education. This enables communication
with wider audiences and intervene within existing working groups where Competency-based medical education is “broken
down” into practical concepts. Educators’ roles evolved from
“expert” who disseminates knowledge
about Competency-based medical education, to responsive and pragmatic tutors who develop practical tools with peers
and program directors. Conclusion: The Organizational Knowledge Creation Model
framework provided a deep understanding of ongoing change. Study participants,
interviewed twice, described their perception of change as it
progressed as well as insights into the
underlying dynamics. As medical schools evolve, Organizational Knowledge
Creation Model may be a valuable conceptual tool to track progress and describe
tangible changes.