(PO-121) Forming, Storming, Norming and Performing to Implement Curriculum Change

Author: Shubha Nanda, D.M.D. – Assistant Professor Department of Comprehensive Care, Tufts University School of Dental Medicine
Author: Aikaterini Papathanasiou, D.M.D, D.D.S – Associate Professor Director of Advanced Education in Esthetic and Operative Dentistry Program, Tufts University School of Dental Medicine
Author: Maria E. Gonzalez, D.D.S, D.M.D. – Assistant Professor, Comprehensive Care Department, Tufts University School of Dental Medicine
Author: Theano Eliopoulos, D.M.D. – Assistant Professor, Practice Co-ordinator, Tufts University School of Dental Medicine
Author: Andrea F. Zandona, D.D.S, MSD, PhD – Professor and Chair, Department of Comprehensive Care, Tufts University School of Dental Medicine
Submitter: Shubha Nanda, D.M.D. – Assistant Professor Department of Comprehensive Care, Tufts University School of Dental Medicine

Introduction: Faculty commitment is a critical requirement for successful curriculum change. This poster outlines a phased process through which the Comprehensive Care Department (CompCare) at Tufts University School of Dental Medicine engaged faculty in revamping the CompCare DMD curriculum.

Methods: CompCare comprises 6 divisions and, in 2019, housed 26 full-time, 41 part-time and 31 volunteer faculty. To accomplish the vision of an evidence-based curriculum along with faculty development, an approach consistent with Bruce Tuckman’s “Stages of Group Development” model was followed.

- Forming Stage: Three ad-hoc committees with 33 self-selected faculty were formed to evaluate the 11 courses as well as seminars, workshops, rotations, and competencies housed in the department.
- Storming stage: Over a period of eighteen months, these committees developed detailed documents that identified opportunities and needs of the CompCare curriculum.
- Norming stage: The findings of “the stormers” were categorized into four themes—curriculum innovation and restructuring, guideline development, outcomes assessment, and resources needed.

Presentations and reports were generated and shared with entire CompCare faculty body. Performing: Revision of existing CompCare curriculum in coordination with other schoolwide initiatives included addition of 3 new courses, consolidation of 2 courses, 4 new modules, 1 new workshop, 14 clinical guidelines, a faculty calibration plan, and revision of student clinical outcomes.

Results: Curriculum restructuring accomplished results in four realms: (a) new courses/re-structuring of existing courses, (b) clinical guidelines development, (c) students’ outcomes assessment, and (d) faculty calibration. Participating in this initiative also led several clinical faculty members to engage in scholarly activities, such as presentations in meetings, delivery of CE, and manuscript submissions. We anticipate that the consequence of these changes will be multifold: improvement in quality of education and development of faculty.

Conclusion: A phased curriculum change that engages faculty leads to enhancement of learning outcomes concomitant with faculty enrichment.