Antonio Capalbo, Guido de Wert, Heidi Mertes, Liraz Klausner, Edith Coonen, Francesca Spinella, Hilde Van de Velde, Stephane Viville, Karen Sermon, Nathalie Vermeulen, Todd Lencz, Shai Carmi
Screening embryos for polygenic disease risk: a review of epidemiological, clinical, and ethical considerations
Human reproduction update
curricular change becoming standard feature medical schools respond learners evolving needs implementing change always straightforward however especially directly shifts expected roles faculty educators authors investigated faculty educators navigated significant transition active competencybased excellencedriven ace curriculum one state medical school authors employed qualitative descriptive design conducted thematic analysis june 2018 january 2019 authors conducted individual indepth interviews faculty educators administrators involved firstyear medical student education data analyzed inductively identify sensemaking process faculty twentyone faculty educators participated interviews averaging 58 min four phases identified among educators moved change 1 making sense change 2 grieving lecturer educator role 3 risking active learning educator role 4 identifying rewards active learningbased teaching faculty buyin essential component successful curricular change implementation faculty study reported eventual enjoyment new interactional teaching fostered critical thinking navigating change always smooth study suggests faculty development around curricular change tailored address varying faculty concerns relevant four phases identified effective optimal faculty support largescale curricular change must take account new skills also grief risk faculty may experience roles shift