Resolving Contradictions in Transforming the National University of Singapore’s Professional Pharmacy Programme through Using the Change Laboratory Approach

Abstract

Background: The National University of Singapore Pharmacy Department has decided to transform its 4-year entry-to-practice professional Pharmacy programme. Top-down approaches to make major curricular changes are poorly effective in higher education institutions1; so a participatory approach, namely the Change Laboratory2 has been adopted. Activity theory and expansive learning underpin the discrete phases of a Change Laboratory. A key concept within Activity Theory is that of systemic contradictions. These contradictions manifest themselves as barriers to change3. Expansive learning is where individuals collectively embrace a radically wider horizon of possibilities for the understanding of the need to change. Objective: To identify and resolve barriers of the curricular transformation. Method: A mixed method involving a quantitative survey based on Lewin’s force field analysis was administered; coupled with a qualitative content analysis of the transcribed discussion during the situation analysis phase of the Change Laboratory process were used. Results: The four major contradictions (barriers) identified were: • A lack of consensus on the graduate profile of a modern pharmacy professional programme, • An integrated curriculum does not align within a department that is traditionally structured by disciplines, • Likelihood for faculties to revert to the old ways of doing things, • Poor staff motivation to engage in such a major educational innovation when research is perceived to be more important for promotion. Discussion: The presentation will share the negotiation undertaken to address these contradictions and the lessons learnt to date on the journey of transformation. Possible limitations of the Change Laboratory approach with particular reference to our socio-cultural context will be outlined.