BACKGROUND Resistance to change is customary and is expected in any organization. However, most of the downsides of change can be avoided if the organization/individual prepares for the change by acknowledging guided strategies. In healthcare, change is the state of nature, which has also translated to medical education (ME). ME in the current era has undergone a shift from a traditional content-based curriculum to a competency-based curriculum. Recently, however, the broader social-accountability movement has accelerated this rate of transformation. One of the key challenges to educators harbingering this transformation to competency-based medical education (CBME) is to redesign the processes of teaching. AIM Here we define a framework designed using Mento's model of change that will totally agree with introducing positive change in teaching in an institution undergoing transformation from a traditional content-based curriculum to a competency-based curriculum. METHODOLOGY Using Schein's "unfreezing" as a guide term we critically reflected on the popular change-management models, to home in on Kotter's model of change to transform organizations. However, Kotter's change-model draws from Situational and Contingency Leadership Theories, which may not agree with academic organizations involved in ME. As such organizations adhere to Transactional and Transformational Leadership archetypes, where Leadership is constructively executed by "The Leader Team", we decided to adopt Mento's change-model for our study. Mento's model not only draws from the precepts of Kotter's model, but also incorporates axioms of Jick's and GE's change-models. RESULTS Using Mento's model a framework was blueprinted to implement active learning (AL) strategies in CBME. Here we have elaborated on the framework using the exemplar of flipped teaching. The development of this framework required the design and execution of a faculty development program, and a step by step guidance plan to chaperon, instruct and implement change in teaching to harbinger CBME. Further, we have also reflected on the change process using Gravin's framework. CONCLUSION To our knowledge this is the first report of the use of Mento's model of change in medical education. Also, the blueprinted framework is supported by acknowledged leadership theories and can be translated to implement any curricular change in CBME.

中文翻译：

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Mento在基于能力的医学教育教学中的变革模型。

背景技术对变革的抵制是习惯性的，并且在任何组织中都是期望的。但是，如果组织/个人通过接受指导性的策略为变更做准备，则可以避免大多数变更的弊端。在医疗保健领域，变化是自然状态，自然状态也已转化为医学教育（ME）。在当前时代，ME已经历了从传统的基于内容的课程向基于能力的课程的转变。但是，最近，更广泛的社会责任运动加快了这种转变的速度。要求教育工作者转变为基于能力的医学教育（CBME）的转变的过程中，教育工作者面临的主要挑战之一是重新设计教学过程。目的在这里，我们定义了一个使用Mento'设计的框架 这种变革模式将完全与在从传统的基于内容的课程向基于能力的课程的转变的机构中引入积极的教学变革相一致。方法论以舍恩的“解冻”为指导术语，我们批判性地反思了流行的变革管理模型，并以科特的变革模型为基础来转变组织。但是，Kotter的变更模型来自于情境和应急领导理论，这可能与参与ME的学术组织并不相同。由于这些组织遵循事务型和变革型领导力原型，而领导力是由“领导者团队”建设性地执行的，因此我们决定采用Mento的变革模型进行研究。门托 S模型不仅借鉴了Kotter模型的准则，而且还融合了Jick和GE的变更模型的公理。结果使用Mento模型，设计了一个框架，用于在CBME中实施主动学习（AL）策略。在这里，我们使用翻转教学的示例对框架进行了详细说明。这个框架的发展需要设计和执行一个教师发展计划，以及一个逐步的指导计划，以指导，指导和实施先驱者CBME的教学变革。此外，我们还使用Gravin的框架反思了变更过程。结论据我们所知，这是关于Mento的医学教育变革模型的首次报道。还，