E-ISSN 2146-8354
 

Educational Strategies 


Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness

Kenneth D. Royal.

Abstract
In recent years, virtually every specialty under the medical education umbrella (e.g., medicine, pharmacy, veterinary, etc.) has placed a premium on designing integrated curricula. Although institutions have attempted a wide variety of strategies, most experience their share of struggles. A common challenge faced by faculty at most medical schools is how to get faculty who represent diverse disciplinary backgrounds and specialties to work effectively together. Extant research has identified several factors associated with faculty teamwork that often thwart curricular integration attempts. These include 1) faculty unfamiliarity with the norms and values of other specialties; 2) disciplinary hegemony; and 3) selfish agendas and ‘turf wars’. A commonality among each of these factors is lack of communication and teamwork. This author proposes faculty view integrated curricular design much like the continuum of medical care in which handoffs are made, as handoffs emphasize communication and teamwork. More specifically, faculty should consider utilizing an "educational handoff" (an educational equivalent to a patient handoff) to 1) help faculty across disciplines identify how one another contributes to the goals, objectives and outcomes of the educational program; 2) create a more purposeful curriculum by mitigating persistent problems such as courses that focus on excessive content and/or details; 3) improve efficiencies in teaching and learning by meeting students where they are and targeting subsequent instruction accordingly; 4) encourage faculty to try new pedagogical strategies (e.g., active learning, etc.) and 5) encourage faculty to engage in educational scholarship (e.g., professional development).

Key words: Medical education; curriculum; curricular issues; faculty development; communication; team building; targeted instruction; health professions education


 
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Pubmed Style

Kenneth D. Royal. Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness. J Contemp Med Edu. 2018; 7(1): 10-12. doi:10.5455/jcme.20170726074821


Web Style

Kenneth D. Royal. Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness. http://www.jcmedu.org/?mno=273585 [Access: September 18, 2019]. doi:10.5455/jcme.20170726074821


AMA (American Medical Association) Style

Kenneth D. Royal. Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness. J Contemp Med Edu. 2018; 7(1): 10-12. doi:10.5455/jcme.20170726074821



Vancouver/ICMJE Style

Kenneth D. Royal. Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness. J Contemp Med Edu. (2018), [cited September 18, 2019]; 7(1): 10-12. doi:10.5455/jcme.20170726074821



Harvard Style

Kenneth D. Royal (2018) Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness. J Contemp Med Edu, 7 (1), 10-12. doi:10.5455/jcme.20170726074821



Turabian Style

Kenneth D. Royal. 2018. Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness. Journal of Contemporary Medical Education, 7 (1), 10-12. doi:10.5455/jcme.20170726074821



Chicago Style

Kenneth D. Royal. "Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness." Journal of Contemporary Medical Education 7 (2018), 10-12. doi:10.5455/jcme.20170726074821



MLA (The Modern Language Association) Style

Kenneth D. Royal. "Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness." Journal of Contemporary Medical Education 7.1 (2018), 10-12. Print. doi:10.5455/jcme.20170726074821



APA (American Psychological Association) Style

Kenneth D. Royal (2018) Using “Educational Handoffs” to Improve Curricular Integration and Overcome Faculty Disconnectedness. Journal of Contemporary Medical Education, 7 (1), 10-12. doi:10.5455/jcme.20170726074821





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