Are they ready? Organizational readiness for change among clinical teaching teams

Figures & data

Table 1 Subscales and topics covered by the STORC questionnaire

Subscales of STORC	Items	Topic(s) covered
Pressure to change	1–3	Which sources exert pressure to implement a particular change in residency training and to what extent?
Appropriateness	4–6	Is the innovation in residency training appropriate for the situation being addressed?
Necessity to change	7–9	Is there a significant difference between the current state and the desired state of residency training?
Management support and leadership	10–11	Is the educational board (hospital-level) committed to and support the change initiative?
Staff culture	12–18	Do clinical staff members cooperate and share responsibilities and are they willing to innovate?
The formal leader	19–21	Does the program director accepts responsibility and has the authority to lead the implementation of a particular change?
Involvement	22–27	How is the quality of change communication?
Project resources	28–35	Which recourses are available to implement a particular change in residency training and to what extent?
Clarity of mission and goals	36–38	Are team members aware of the mission and goals of the change?
The implementation plan	39–43	Is there an implementation plan that among others describes tasks, timelines, and an evaluation plan?

Notes: Data from Bank et al.^2,34

Abbreviation: STORC, Specialty Training’s Organizational Readiness for curriculum Change.

Table 2 Descriptive characteristics of the respondents

Number of respondents	836
Type of participant
Trainee	288 (34.4%)
Clinical staff member	307 (36.7%)
Program director	241 (28.8%)
Gender
Female	402 (48.1%)
Male	434 (51.9%)
Age
Trainee	31.39 (SD =3.69)
Clinical staff member	45.13 (SD =8.89)
Program director	51.73 (SD =6.93)
Type of hospital
Academic medical center	410 (49%)
Nonacademic teaching hospital	426 (51%)
Type of specialty
Surgical	267 (31.9%)
Nonsurgical	569 (68.1%)
Number of participating hospitals	23
Number of participating medical specialties	39
Number of participating clinical teaching teams	221

Table 3 Main effects of group and type per response variable

Response variable	df (error)	Group (df=2)			Type (df=1)a
		F-value	p-value	Partial η^2	F-value	p-value	Partial η^2
Resistance ownb	802	20.166	<0.001	0.048	6.552	0.011	0.008
Resistance groupc	801	3.469	0.032	0.009	6.415	0.012	0.008
Pressure to changed	817	7.053	0.001	0.017	5.093	0.024	0.006
Appropriatenessb	816	11.133	<0.001	0.027	2.572	0.109	0.003
Necessity to change	825	1.072	0.343	0.003	0.784	0.376	0.001
Management support and leadership	807	0.279	0.757	0.001	17.114	<0.001	0.021
Staff culturee	818	18.488	<0.001	0.043	25.084	<0.001	0.030
Formal leaderb	801	8.539	<0.001	0.021	5.136	0.024	0.006
Involvementf	785	13.545	<0.001	0.033	5.478	0.020	0.007
Project resources	749	1.006	0.366	0.003	12.662	<0.001	0.017
Clarity of mission and goalsg	813	5.148	0.006	0.013	1.865	0.172	0.002
Implement plang	797	3.404	0.034	0.008	6.055	0.014	0.008

Notes:

a Where p<0.05 for type, peripheral hospitals on average scored significantly lower;

b program directors significantly higher than the other two groups;

c program directors significantly lower than clinical staff;

d program directors significantly lower than the other two groups;

e trainees significantly lower than the other two groups;

f clinical staff significantly lower than the other two groups;

g program directors significantly higher than clinical staff. η² values of 0.01, 0.06, and 0.14 are indicative of small, medium, and large differences, respectively.

Figure 1 Subscale scores on the STORC questionnaire per respondent group (A) and type of hospital (B).

Notes: This figure shows the average subscale scores and standard deviation on the STORC questionnaire divided by groups of respondents (A) and type of hospital (B). A–J subscales of the STORC questionnaire. A = formal leader; B = appropriateness; C = staff culture; D = involvement; E = clarity of mission and goals; F = necessity to change; G = pressure to change; H = management support and leadership; I = implementation plan; J = project resources.
Abbreviation: STORC, Specialty Training’s Organizational Readiness for curriculum Change.

Figure 2 Scores on change-related behavior per respondent group (A) and type of hospital (B).

Notes: This figure shows the average scores and standard deviation for change-related behavior divided by groups of respondents (A) and type of hospital (B). The individual score shows how respondents judged their own reaction to change whereas the groups score shows the score they gave to their clinical teaching teams overall. The scores represent the 5 types of change-related behavior: 0–20 active resistance, 21–40 passive resistance, 41–60 compliance, 61–80 cooperation, 81–100 championing.

BankLJippesMvan LuijkSden RooyenCScherpbierAScheeleFSpecialty Training’s Organizational Readiness for curriculum Change (STORC): development of a questionnaire in a Delphi studyBMC Med Educ20151512726242219

 PubMed Web of Science ®Google Scholar

BankLJippesMLeppinkJSpecialty training’s organizational readiness for curriculum change (STORC): validation of a questionnaireAdv Med Educ Pract2017

 Web of Science ®Google Scholar