文章基本信息

标题：Why do faculty resist change?
本地全文：下载
作者：Clark Dana ; Burke Soffe ; Jeff Shipley 等
期刊名称：MedEdPublish
电子版ISSN：2312-7996
出版年度：2021
卷号：10
期号：1
页码：1-11
DOI：10.15694/mep.2021.000089.1
出版社：Association for Medical Education in Europe (AMEE)
摘要：Background: Much of what an educator needs to know to be successful is invisible to lay observers, leading to the assumption that teaching requires little formal study. Aims: This study is based on an 8- month faculty development workshop on student-centered teaching. Faculty members who made no noticeable changes in their teaching practices were compared to faculty who made noticeable and significant changes. Method: Using a qualitative narrative approach based on a structured interview we aimed to categorize the features of changers and resisters. Results: Faculty resisters did not see any need for changes in the way we teach, did not believe student-centered teaching to be more effective, could not appropriately define student-centered teaching, were motivated by extrinsic factors, and felt unvalued. Conversely, faculty changers were excited for changes and saw the need for change and for student-centered teaching, were intrinsically motivated, and felt valued as faculty members. Conclusion: We hypothesize that a main reason for resistance is the status quo bias. Implications for faculty development are discussed.