Exploring the Adoption of Concept-Based Curricula: Insights from Educators and Implications for Change
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| Title: | Exploring the Adoption of Concept-Based Curricula: Insights from Educators and Implications for Change |
|---|---|
| Language: | English |
| Authors: | Judith Tweedie (ORCID |
| Source: | Advances in Health Sciences Education. 2025 30(1):223-237. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Curriculum Design, Nutrition Instruction, Curriculum Development, Concept Teaching, Teacher Attitudes, Change Strategies, Foreign Countries, College Faculty |
| Geographic Terms: | Australia, New Zealand |
| DOI: | 10.1007/s10459-024-10346-y |
| ISSN: | 1382-4996 1573-1677 |
| Abstract: | Concept-based approaches to curriculum design have been proposed to solve content and curricula overload and promote conceptual learning. Few health professions have adopted this approach and little is known about how to support this educational change. We aimed to understand how nutrition and dietetics educators may navigate proposed education change towards concept-based curricula. We employed an interpretivist approach and in-depth interviews that explored the views of nutrition and dietetic educators towards using a concept-based approach to curriculum. Employing deductive thematic analysis based on the diffusion of innovation theory, data from twenty experienced dietetics educators were analysed. Three main themes were identified; the need for change champions, concerns about change, and the complexity of the education system. Diffusion of innovation theory highlighted that to enact change, the relative advantage and compatibility of the approach with current structures and systems, with evidence from trialling and observing the new approach in action, were needed. Developing education leaders and infiltrating the social system of education through existing communities of practice is critical to enacting educational change. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484673 |
| Database: | ERIC |
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| Abstract: | Concept-based approaches to curriculum design have been proposed to solve content and curricula overload and promote conceptual learning. Few health professions have adopted this approach and little is known about how to support this educational change. We aimed to understand how nutrition and dietetics educators may navigate proposed education change towards concept-based curricula. We employed an interpretivist approach and in-depth interviews that explored the views of nutrition and dietetic educators towards using a concept-based approach to curriculum. Employing deductive thematic analysis based on the diffusion of innovation theory, data from twenty experienced dietetics educators were analysed. Three main themes were identified; the need for change champions, concerns about change, and the complexity of the education system. Diffusion of innovation theory highlighted that to enact change, the relative advantage and compatibility of the approach with current structures and systems, with evidence from trialling and observing the new approach in action, were needed. Developing education leaders and infiltrating the social system of education through existing communities of practice is critical to enacting educational change. |
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| ISSN: | 1382-4996 1573-1677 |
| DOI: | 10.1007/s10459-024-10346-y |
