Name
Exploring Faculty Integration of Outside Resources into Medical School
Curricula
Date & Time
Monday, June 8, 2026, 2:08 PM - 2:23 PM
Location Name
Walsh
Speakers
Authors
Andrea Berry, University of Central Florida
Danxun Li, Eastern Virginia Medical School at Old Dominion University
Anna Campbell, A.T.Still University - School of Osteopathic Medicine in Arizona
Uzoma Ikonne, Eastern Virginia Medical School at Old Dominion University
Presentation Topic(s)
Curriculum
Description
PURPOSE
Our study aimed to explore how pre-clerkship faculty at three medical
schools integrate outside resources into their teaching and advising
practices. While student use of outside resources has been widely studied,
faculty perspectives remain underexplored. Using Activity Theory as a
framework, the study investigated faculty motivations, practices, and the
institutional factors influencing their decisions.
METHOD
A phenomenological qualitative approach was employed, using semi-structured
focus group interviews with 18 faculty members from three institutions: two
allopathic (UCF COM and EVMS) and one osteopathic (ATSU-SOMA). Transcripts
were generated using Zoom™, then analyzed through open and axial coding in
Dedoose™. Triangulation across institutions enhanced trustworthiness and
transferability.
RESULTS
Seven main themes emerged from the analysis: (1) Integration to enhance
student performance; (2) Benchmarking curricular content; (3) Using
alternative resources to enhance student understanding; (4) Concerns about
validity of material; (5) Reluctance to integrate outside resources; (6)
Shifting faculty roles toward supporting self-directed learning; and (7)
Students’ independent use of outside resources. Faculty decisions were shaped
by internal and external institutional pressures, assessment culture, and
evolving educational paradigms. While some embraced new roles as curators or
facilitators, others expressed concern over diminished authority, autonomy,
and content validity.
CONCLUSIONS
Complex interactions within their institutional environments influence faculty
integration of outside resources. Activity Theory provided a lens to explore
the tensions between traditional teaching roles and emerging educational
practices, driving shifts in curriculum design and professional identity of
faculty educators. These tensions represent opportunities for expansive
learning, alignment of expectations for key interested parties (faculty,
students, and administrators), and adaptation in medical education.
Our study aimed to explore how pre-clerkship faculty at three medical
schools integrate outside resources into their teaching and advising
practices. While student use of outside resources has been widely studied,
faculty perspectives remain underexplored. Using Activity Theory as a
framework, the study investigated faculty motivations, practices, and the
institutional factors influencing their decisions.
METHOD
A phenomenological qualitative approach was employed, using semi-structured
focus group interviews with 18 faculty members from three institutions: two
allopathic (UCF COM and EVMS) and one osteopathic (ATSU-SOMA). Transcripts
were generated using Zoom™, then analyzed through open and axial coding in
Dedoose™. Triangulation across institutions enhanced trustworthiness and
transferability.
RESULTS
Seven main themes emerged from the analysis: (1) Integration to enhance
student performance; (2) Benchmarking curricular content; (3) Using
alternative resources to enhance student understanding; (4) Concerns about
validity of material; (5) Reluctance to integrate outside resources; (6)
Shifting faculty roles toward supporting self-directed learning; and (7)
Students’ independent use of outside resources. Faculty decisions were shaped
by internal and external institutional pressures, assessment culture, and
evolving educational paradigms. While some embraced new roles as curators or
facilitators, others expressed concern over diminished authority, autonomy,
and content validity.
CONCLUSIONS
Complex interactions within their institutional environments influence faculty
integration of outside resources. Activity Theory provided a lens to explore
the tensions between traditional teaching roles and emerging educational
practices, driving shifts in curriculum design and professional identity of
faculty educators. These tensions represent opportunities for expansive
learning, alignment of expectations for key interested parties (faculty,
students, and administrators), and adaptation in medical education.