"My Right-Hand Man" versus "We Barely Make Use of Them": Change Leaders Talking about Educational Scientists in Curriculum Change Processes--A Membership Categorization Analysis

Autor/inn/en	Velthuis, Floor; Helmich, Esther; Dekker, Hanke; Koole, Tom; Jaarsma, A. Debbie C.
Titel	"My Right-Hand Man" versus "We Barely Make Use of Them": Change Leaders Talking about Educational Scientists in Curriculum Change Processes--A Membership Categorization Analysis
Quelle	In: Advances in Health Sciences Education, 24 (2019) 4, S.725-737 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Velthuis, Floor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-019-09894-5
Schlagwörter	Curriculum Development; Foreign Countries; Undergraduate Study; Medical Education; Change Agents; Classification; Medical Schools; College Curriculum; Educational Researchers; Interpersonal Relationship; Netherlands + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Grundstudium; Medizinische Ausbildung; Classification system; Klassifikation; Klassifikationssystem; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Niederlande
Abstract	Health professions education scholarship units (HPESUs) are increasingly becoming a standard for medical schools worldwide without having much information about their value and role in actual educational practices, particularly of those who work in these units, the educational scientists. We conducted a linguistic analysis, called Membership Categorization Analysis, of interviews with leaders of recent curriculum changes to explore how they talk about educational scientists in relation to these processes. The analysis was conducted on previously collected interview data with nine change leaders of major undergraduate medical curriculum change processes in the Netherlands. We analyzed how change leaders categorize HPESUs and educational scientists (use of category terms) and what they say about them (predicates). We noticed two ways of categorizing educational scientists, with observable different predicates. Educational scientists categorized by their first name were suggested to be closer to the change process, more involved in decisional practices and positively described, whereas those described in more generic terms were represented in terms of relatively passive and unspecified activities, were less explicit referenced for their knowledge and expertise and were predominantly factually or negatively described. This study shows an ambiguous portrayal of educational scientists by leaders of major curriculum change processes. Medical schools are challenged to establish medical curricula in consultation with a large, diverse and interdisciplinary stakeholder group. We suggest that it is important to invest in interpersonal relationships to strengthen the internal collaborations and make sure people are aware of each other's existence and roles in the process of curriculum development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01