Survey of attitudes towards curriculum reforms among medical teachers in different socio-economic and cultural environments

• Published in: Medical teacher Vol. 29; no. 8; pp. 833 - 835
• Main Authors: Simunovic, Vladimir J., Hren, Darko, Ivanis, Ana, Dørup, Jens, Krivokuca, Zdenka, Ristic, Sinisa, Verhaaren, Henri, Sonntag, Hans-Günther, Ribaric, Samo, Tomic, Snje ana, Vojnikovic, Benjamin, Seleskovic, Hajrija, Dahl, Mads, Marusic, Ana, Marusic, Matko
• Format: Journal Article
• Language: English
• Published: England Informa UK Ltd 01.01.2007; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Academic staff; Age Distribution; Attitude surveys; Cross-Sectional Studies; Curricula; Curriculum; Curriculum Development; Education reform; Education, Medical - organization & administration; Educational Change; Europe; Faculty, Medical - statistics & numerical data; Female; Health Knowledge, Attitudes, Practice; Humans; Likert Scales; Linear Models; Male; Medical schools; Medical students; Organizational Culture; Organizational Innovation; Positive Attitudes; Professional attitudes; Reforms; Sex Distribution; Socioeconomic Factors; Teachers; Europe; Denmark; Slovenia; Belgium; Bosnia-Hercegovina; Croatia
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/01421590701589201

Background: Curriculum reforms in medical schools require cultural and conceptual changes from the faculty. Aims and Methods: We assessed attitudes towards curriculum reforms in different academic, economic, and social environments among 776 teachers from 2 Western European medical schools (Belgium and Denmark) and 7 medical schools in 3 countries in post-communist transition (Croatia, Slovenia, Bosnia and Herzegovina). The survey included a 5-point Likert-type scale on attitudes towards reforms in general and towards reforms of medical curriculum (10 items each). Results: Teaching staff from medical schools in Bosnia and Herzegovina had a more positive attitude towards reforms of medical curriculum (mean score 36.8 out of maximum 50 [95% CI 36.1 to 37.3]) than those from medical schools in Croatia or Slovenia (30.7 [29.8 to 31.6]) or Western Europe (27.7 [27.1 to 28.3]) (P < 0.001, ANOVA). Significant predictors of positive attitudes towards medical curriculum reform in post-communist transition countries, but not in Western European schools, was younger age, as well as female gender in Bosnia and Herzegovina. Conclusions: Factors influencing faculty attitudes may not be easy to identify and may be specific for different settings. Their identification and management is necessary for producing sustainable curriculum reform.