Abstract

ABSTRACT: When the models of training programs are being changed in medical schools, the period of change brings about a great number of questions. Particularly whether this period of change is managed effectively or not is one of such questions. In the Faculty of Medicine of 19 Mayıs University, there has been a process of change in which a transition was made from the integrated model to the problem-based learning model. The purpose of this research is to determine the expectations and perceptions of faculty members towards the management of the process of change in the Faculty of Medicine of Ondokuz Mayıs University. The sample of this research, which was designed in the cross-sectional model, consists of 106 members of faculty. The scale of “the change management scale in medical education through the expectations and perceptions of the faculty members” was used as the measurement tool for the research. The scale can give bilateral scores as to the “expectation” and “perception” about the process of change and consists of 70 items. It was scored with a four-point Likert-type scale (1: none – 4:most). Descriptive statistics, t-test and one-way analysis of variance were used for the analysis of research data. 64.2% of faculty members who participated in the research are male. 43.4% of them are professors, 35.8% are associate professors, and 20% are assistant professors. 9.4% of them work in Basic Sciences, 49.1% in Internal Medicine, and 41.5% in Surgical Sciences. The mean perception scores of faculty members as to the management of the process of change was found to be higher than the mean expectation scores (t=22.01; p=0.00). No significant difference was found between the mean expectation scores of faculty members as to the the management of the process of change in terms of the variables of gender, title, the department, having administative duties, taking role in the change, and working in the board of education. Moreover, the mean perception scores of the members who took part in the process of change were higher than those who did not (t=2.17; p=0.03), and the scores of the members who did not work in boards of education were higher than those who did (t=2.04; p=0.04). In the Faculty of Medicine of Ondokuz Mayıs University, there has been a process of change during the transition to problem-based learning model, which fulfilled the expectations of the faculty members. In another words, it can be said that the process of change of the curriculum in the faculty was managed effectively.

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