As the world develops and shifts, curriculum change becomes a continuous process in which teachers have to adapt. This includes changing content to reflect advances in science and technology, incorporating technological education, and adapting to changing societal and cultural trends. It is important that teachers learn about curriculum change so they can be prepared to implement it effectively.
Many educators have a deep and enduring commitment to changing the way students are taught. This has been demonstrated in numerous studies describing successful curriculum reform initiatives. These initiatives are often based on the conviction that the current education system has not kept pace with the ever-growing and changing society. However, these successes are not without their setbacks.
For example, in one study, a team of medical educators attempted to introduce a new curricular framework that would enable students to become proficient in the practice of medicine and provide them with a more comprehensive understanding of human biology. Several factors contributed to the failure of this initiative, including a lack of support for the new approach, the lack of faculty time to devote to it, and a perception that it would require a considerable amount of additional work.
The authors of this article surveyed a sample of basic science and clinical professors to assess their attitudes toward the implementation of a competency-based curriculum. They found that respondents recognized the need for adequate resources to implement and sustain a competency-based curriculum. They also identified that a clear conception of the curriculum and a strong leadership role are important ingredients for successful curriculum change.