First Advisor

Christine Cress

Term of Graduation

Winter 2020

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education


Educational Leadership




Medicine -- Study and teaching, Medical colleges -- Faculty -- Attitudes, Educational change, Curriculum change, Teacher participation in curriculum planning



Physical Description

1 online resource (vii, 129 pages)


In efforts to facilitate the education of highly qualified and best-prepared medical professionals, many medical schools are either planning for or engaging in curriculum revisions including a complete overhaul of the curricular structure, academic and medical content, and pedagogical delivery modalities. To be effective, such changes require faculty buy-in, participation, engagement, and innovation. Unfortunately, despite medical schools' efforts to support faculty involvement in curricular revision, a range of reactions exist, including resistance. Thus, understanding the interactions between individual faculty attitudes and behaviors toward organizational initiatives and structural support is critical in advancing the educational mission of medical schools. Based on Rogers' variables determining the rate of adoption of innovation, this study addressed the question: What factors foster medical education faculty to adopt and advance curricular changes? Specifically, this study explored both the intrinsic and extrinsic factors that contribute to medical faculty engagement in curricular transformation. The study found that intrinsic motivation factor, specifically congruence of the innovation with their pre-existing belief played a key role in the faculty participants' motivation to participate in the new curriculum and adopt learner-centered active learning methods. In addition, simplicity of the active learning methods was found to be a motivational factor in contrary to the one that was perceived as too complex, time-consuming and difficult to implement despite the administration's effort to provide faculty development. The study also found that norms and attitude toward teaching mission within their respective departments contributed to the faculty participants' motivation to participate in the curriculum revision.


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