Results from the Interdisciplinary Generalist Curriculum (IGC) Project support current ideas of management within a chaotic environment. Important aspects of building support for educational innovation included the following. The trend toward primary care and request for proposal process were important catalysts for change. Buy-in from the dean and key opinion leaders was essential. Early identification of champions for the proposal and ability to achieve broad consensus helped shape coherent projects. Being able to read the culture of the institution and accede to pragmatic changes were important for bridging the initial implementation and maintenance of the change. IGC Project leaders were quick to identify key leverage points, both internal and external. The recommendations of key school committees and licensing bodies were used to foster ongoing change. A respected home for the project on neutral ground was sought. Dedicated coordinators helped sustain daily details, while developing rewards and recognition for collaboration supported faculty involvement. New relationships fostered new systems, which the projects used to continue after funding lapsed and to successfully apply for other grants and contracts.
|Original language||English (US)|
|Issue number||4 SUPPL.|
|State||Published - 2001|
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