Power and Resistance: Leading Change in Medical Education

Autor/inn/en	Sundberg, Kristina; Josephson, Anna; Reeves, Scott; Nordquist, Jonas
Titel	Power and Resistance: Leading Change in Medical Education
Quelle	In: Studies in Higher Education, 42 (2017) 3, S.445-462 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1052735
Schlagwörter	Medical Education; Higher Education; Instructional Leadership; Undergraduate Study; Educational Quality; Health Services; Foreign Countries; Semi Structured Interviews; Professional Identity; Data Collection; Leadership Responsibility; Research Methodology; Qualitative Research; Educational Change; Resistance (Psychology); Power Structure; Medical Students; Europe + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Instruction; Leadership; Bildung; Erziehung; Führung; Grundstudium; Quality of education; Bildungsqualität; Health service; Gesundheitsdienst; Gesundheitswesen; Ausland; Data capture; Datensammlung; Research method; Forschungsmethode; Qualitative Forschung; Bildungsreform; Resistenz; Europa
Abstract	A key role for educational leaders within undergraduate medical education is to continually improve the quality of education; global quality health care is the goal. This paper reports the findings from a study employing a power model to highlight how educational leaders influence the development of undergraduate medical curricula and the resistance they encounter related to this activity. Sixteen educational leaders at a medical university in Northern Europe were purposefully sampled and interviewed through semi-structured interviews. The results indicate that the educational leaders are feeling powerless when it comes to engaging their colleagues in the process of developing medical education. As a result, these leaders appear having to create a "vicarious legitimacy"; legitimacy connected to other areas than education, such as research or clinic. Research results from this study can be used to develop faculty development programs for health education leaders on national and international levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01