Abstract
Recent debates question the extent to which adopting an educational innovation requires compromise between the innovation's original design and the adoption site's context. Through compromises, the innovation's fundamental principles may be transferred, transformed, or abandoned. This paper analyzes such compromises during the piloting of Team-Based Learning (TBL). We ask: When is the process of transferring an innovation actually a process of transformation? This study is an autoethnography of our research team's implementation process. Autoethnographies are personalized accounts where authors draw on their own experiences to extend understanding of a particular topic. To conduct this autoethnography, we used an in-depth, interactive interview with the piloting clinician educator. In the analysis of TBL's fundamental principles, some aspects of the principles transferred easily, while others were transformed. Analysis raised concerns that the transformations threatened the foundational principles of TBL. While an educational innovation's techniques may seem to be surface structures, they are realizations of deeper fundamental principles. The fundamental principles are themselves realizations of the innovation's foundational philosophy. When techniques and/or principles are modified to a context, it is important to analyze if the modifications continue to uphold the innovation's philosophy.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 357-367 |
| Number of pages | 11 |
| Journal | Advances in Health Sciences Education |
| Volume | 17 |
| Issue number | 3 |
| DOIs | |
| State | Published - Aug 2012 |
Fingerprint
Keywords
- Educational innovation
- Qualitative research
- Team-based learning (TBL)
ASJC Scopus subject areas
- Medicine(all)
- Education
Cite this
Is transferring an educational innovation actually a process of transformation? / Varpio, Lara; Bell, Robert; Hollingworth, Gary; Jalali, Alireza; Haidet, Paul; Levine, Ruth; Regehr, Glenn.
In: Advances in Health Sciences Education, Vol. 17, No. 3, 08.2012, p. 357-367.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Is transferring an educational innovation actually a process of transformation?
AU - Varpio, Lara
AU - Bell, Robert
AU - Hollingworth, Gary
AU - Jalali, Alireza
AU - Haidet, Paul
AU - Levine, Ruth
AU - Regehr, Glenn
PY - 2012/8
Y1 - 2012/8
N2 - Recent debates question the extent to which adopting an educational innovation requires compromise between the innovation's original design and the adoption site's context. Through compromises, the innovation's fundamental principles may be transferred, transformed, or abandoned. This paper analyzes such compromises during the piloting of Team-Based Learning (TBL). We ask: When is the process of transferring an innovation actually a process of transformation? This study is an autoethnography of our research team's implementation process. Autoethnographies are personalized accounts where authors draw on their own experiences to extend understanding of a particular topic. To conduct this autoethnography, we used an in-depth, interactive interview with the piloting clinician educator. In the analysis of TBL's fundamental principles, some aspects of the principles transferred easily, while others were transformed. Analysis raised concerns that the transformations threatened the foundational principles of TBL. While an educational innovation's techniques may seem to be surface structures, they are realizations of deeper fundamental principles. The fundamental principles are themselves realizations of the innovation's foundational philosophy. When techniques and/or principles are modified to a context, it is important to analyze if the modifications continue to uphold the innovation's philosophy.
AB - Recent debates question the extent to which adopting an educational innovation requires compromise between the innovation's original design and the adoption site's context. Through compromises, the innovation's fundamental principles may be transferred, transformed, or abandoned. This paper analyzes such compromises during the piloting of Team-Based Learning (TBL). We ask: When is the process of transferring an innovation actually a process of transformation? This study is an autoethnography of our research team's implementation process. Autoethnographies are personalized accounts where authors draw on their own experiences to extend understanding of a particular topic. To conduct this autoethnography, we used an in-depth, interactive interview with the piloting clinician educator. In the analysis of TBL's fundamental principles, some aspects of the principles transferred easily, while others were transformed. Analysis raised concerns that the transformations threatened the foundational principles of TBL. While an educational innovation's techniques may seem to be surface structures, they are realizations of deeper fundamental principles. The fundamental principles are themselves realizations of the innovation's foundational philosophy. When techniques and/or principles are modified to a context, it is important to analyze if the modifications continue to uphold the innovation's philosophy.
KW - Educational innovation
KW - Qualitative research
KW - Team-based learning (TBL)
UR - http://www.scopus.com/inward/record.url?scp=84862684941&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84862684941&partnerID=8YFLogxK
U2 - 10.1007/s10459-011-9313-4
DO - 10.1007/s10459-011-9313-4
M3 - Article
C2 - 21725841
AN - SCOPUS:84862684941
VL - 17
SP - 357
EP - 367
JO - Advances in Health Sciences Education
JF - Advances in Health Sciences Education
SN - 1382-4996
IS - 3
ER -