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Logo of bmcmeduBioMed Centralsearchsubmit a manuscriptregisterthis articleBMC Medical Education
 
BMC Med Educ. 2009; 9: 49.
Published online 2009 July 24. doi:  10.1186/1472-6920-9-49
PMCID: PMC2724474
Copyright © 2009 Hoat et al; licensee BioMed Central Ltd.
Motivation of university and non-university stakeholders to change medical education in Vietnam
Luu Ngoc Hoat,corresponding author1 Nguyen Lan Viet,2 GJ van der Wilt,3 J Broerse,4 EJ Ruitenberg,5 and EP Wright6
1Biostatistics and Medical Informatics Department, Faculty of Public Health, Hanoi Medical University, Dong Da, Hanoi, Vietnam
2Cardiovascular Department, Hanoi Medical University, Dong Da, Hanoi, Vietnam
3Faculty of Earth and Life Sciences, VU University Amsterdam, De Boelelaan 1085, 1081 HV Amsterdam, the Netherlands
4Science Communication Department, Faculty of Earth and Life Sciences, VU University Amsterdam, De Boelelaan 1085, 1081 HV Amsterdam, The Netherlands
5Athena Institute for Research on Communication and Innovation in Health and Life Sciences, Faculty of Earth and Life Sciences, VU University Amsterdam, De Boelelaan 1085, 1081 HV Amsterdam, The Netherlands
6Medical Committee Netherlands-Vietnam, Dong Da, Hanoi, Vietnam
corresponding authorCorresponding author.
Luu Ngoc Hoat: luungochoat/at/gmail.com; Nguyen Lan Viet: nguyenlanviet/at/gmail.com; GJ van der Wilt: g.vanderwilt/at/mta.umcn.nl; J Broerse: jacqueline.broerse/at/falw.vu.nl; EJ Ruitenberg: joost.ruitenberg/at/xs4all.nl; EP Wright: pamela.wright/at/mcnv.nl
Received January 31, 2009; Accepted July 24, 2009.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Background
Both university and non-university stakeholders should be involved in the process of curriculum development in medical schools, because all are concerned with the competencies of the graduates. That may be difficult unless appropriate strategies are used to motivate each stakeholder. From 1999 to 2006, eight medical schools in Vietnam worked together to change the curriculum and teaching for general medical students to make it more community oriented. This paper describes the factors that motivated the different stakeholders to participate in curriculum change and teaching in Vietnamese medical schools and the activities to address those factors and have sustainable contributions from all relevant stakeholders.
Methods
Case study analysis of contributions to the change process, using reports, interviews, focus group discussions and surveys and based on Herzberg's Motivation Theory to analyze involvement of different stakeholders.
Results
Different stakeholders were motivated by selected activities, such as providing opportunities for non-university stakeholders to share their opinions, organizing interactions among university stakeholders, stimulating both bottom-up and top-down inputs, focusing on learning from each other, and emphasizing self-motivation factors.
Conclusion
The Herzberg Motivation theory helped to identify suitable approaches to ensure that teaching topics, materials and assessment methods more closely reflected the health care needs of the community. Other medical schools undertaking a reform process may learn from this experience.
Articles from BMC Medical Education are provided here courtesy of
BioMed Central