Assessment to transform competency-based curricula
The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) quali...
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Published in | American journal of pharmaceutical education Vol. 73; no. 8; p. 158 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
Published |
United States
Elsevier Limited
17.12.2009
American Journal of Pharmaceutical Education |
Subjects | |
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Abstract | The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessment-focused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model. |
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AbstractList | The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessment-focused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model. The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessment-focused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model. [PUBLICATION ABSTRACT] |
Author | Kelley, Katherine Janke, Kristin Kari Demb, Ada Farris, Karen B Scott, Steven A |
AuthorAffiliation | b The Ohio State University College of Education & Human Ecology c University of Minnesota College of Pharmacy e Purdue University School of Pharmacy and Pharmaceutical Sciences d The Ohio State University College of Pharmacy a University of Iowa College of Pharmacy |
AuthorAffiliation_xml | – name: d The Ohio State University College of Pharmacy – name: b The Ohio State University College of Education & Human Ecology – name: c University of Minnesota College of Pharmacy – name: e Purdue University School of Pharmacy and Pharmaceutical Sciences – name: a University of Iowa College of Pharmacy |
Author_xml | – sequence: 1 givenname: Karen B surname: Farris fullname: Farris, Karen B email: karen-farris@uiowa.edu organization: University of Iowa College of Pharmacy, Iowa City, IA 52242-1112, USA. karen-farris@uiowa.edu – sequence: 2 givenname: Ada surname: Demb fullname: Demb, Ada – sequence: 3 givenname: Kristin Kari surname: Janke fullname: Janke, Kristin Kari – sequence: 4 givenname: Katherine surname: Kelley fullname: Kelley, Katherine – sequence: 5 givenname: Steven A surname: Scott fullname: Scott, Steven A |
BackLink | https://www.ncbi.nlm.nih.gov/pubmed/20221351$$D View this record in MEDLINE/PubMed |
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Cites_doi | 10.1016/S0002-9459(24)00113-X 10.1097/00001888-199805000-00013 10.1097/00001888-200209000-00033 10.1080/1360144042000296053 10.5688/aj690239 10.1177/105256290002400204 10.1097/00001888-199908000-00001 10.1097/00001888-200006000-00006 10.1080/0142159032000144383 10.1097/00001888-199809000-00037 10.5688/aj670389 10.1080/01421590701288564 10.1097/00001888-199809000-00012 10.1207/S15328015TLM1503_10 10.1177/0193841X05285077 10.1097/00001888-199809000-00029 10.1080/02602930410001689162 10.1016/S0002-9459(24)06353-8 10.1002/j.0022-0337.1998.62.2.tb03186.x 10.1097/00001888-199809000-00036 |
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References | Jungnickel PW (ref3) 2009 ref13 Abate MA (ref6) 2003; 67 ref12 Ryan G (ref25) 2009; 73 ref15 ref14 ref31 ref30 Anderson HM (ref7) 2005; 69 ref16 ref19 ref18 Anderson HM (ref9) 2005; 69 Peterson MW (ref21) 1997; 429517 ref24 ref23 ref26 Slack MK (ref29) 1989; 53 ref20 McCann AL (ref17) 1998; 62 ref28 ref27 Williams B (ref22) 1997; 411718 ref4 Kotter JP (ref11) 1996 ref5 Anderson HM (ref8) 2005; 69 |
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