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Abstract

Introduction: It is important to learn how health professions education (HPE) programs respond to recommendations across countries and disciplines, including their preparation of students to work in health care systems, the reorganization of programmatic curricula, and strategies to overcome challenges encountered in the change process.

Methods: Following the JBI scoping review methodology, we systematically reviewed literature from 2013 to 2024. We selected articles that specifically mentioned HPE curriculum modification for pre-licensure and clinical programs to address health care system problem(s). Data extraction included: aim/purpose of the study, intervention/implementation components, curricular scope, study population, context and participants, types of data collected, study methods, evaluation and outcomes, key findings that relate to this review, limitations, and future directions. Coded data were reviewed to identify developing patterns and themes across the dataset. All team members discussed thematic analysis of data. 

Results: Following anonymous screening of title/abstracts and full text, 32 sources of evidence representing curricular innovations at 27 program sites were included in this study. About half the program sites were in the US (14 of 27) and two-thirds were medicine (18 of 27).

Discussion: Successful curricular innovation processes relied upon strong coordinating goals, managing healthy communication at all levels, involving multiple stakeholders in the process, and offering faculty development and dedicated time for curricular implementation and assessment. Many programs provided strategies to address challenges. Regardless of the context for change, integration with the local organizational structure and use of a theory or model appeared to support overarching curricular reform.

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