Leading Change A Case Study: Clinical Group Practices

Leading Change A Case Study: Clinical

Group Practices

Denice Stewart, DDS, MHSAAssociate Dean, Clinical AffairsProfessor, Community Dentistry

Leading Change: case study

• Create a clinical environment more like that of private practice

• Enhance student learning and improve the patients’ experience

• Involve students from all 4 years and faculty from all disciplines including basic science

• Improve the efficiency of clinical operations • Preserve our high quality of student performance

and patient care

INTEGRATED GROUP PRACTICE SYSTEM FOR PREDOCTORAL EDUCATION

•Why TeamSet the stage

•How TeamDesign

•What TeamImplement

•Who, When Team

Reinforce

4 Phases, 4 Teams

• Culture is ready to accept change• Timing is right for a sea change• Concept grounded in school values, goal• Leadership is on board

Set the stage

Team 1 – the why

team

• Describe the change and why it is needed• Start reframing (not defending) viewpoints• Prepare people for future change• Communicate the risks of no change• Consistent and repeated messages • Trusted & respected messengers

Set the stage

Team 1 – the why

team

We’re the best, why change?

Our graduates are great, don’t mess it up!

We are doing very well in training our students to be good dentists – everyone is doing a good job. We have great outcomes, but could the process be better for students, patients, faculty and staff?

Wouldn’t it be great if . . . . . (tailor this message to each group)

• Evidence based but school specific• Input from all stakeholders• Establish a communication plan• Determine a realistic timeline• Reconfirm resources

Design

Team 2: the what team

• Reasonable transparency• Prepare for big changes – we can do it!• Project will improve our school• Commitment to change

Design

Team 2: the what team

Continue messages in many venues

Why would we copy other schools? How do we know this will work for us?

• Doing it “our way” – – Ensure our values are honored – Build on our success– We have the right people to do this– We’ve done our homework– It will improve the school

Town halls

Message – we ARE going to do this, how can we do it in the best way possible and maximize outcomes?

•Venue to update, get input, promote understanding•Brought together faculty, staff and students•Support from the “top”

“This is truly an exciting time and a great opportunity to address many of the issues that have floated around the halls for many years. I stand ready to support and implement the plans that result in this momentous undertaking! “ Dr. Clinton, Dean

• Clear training and instructions – each person knows his/her role/tasks

• Make it clear everyone has a role in the success and ensure they know their role

• Encourage criticism and feedback; create avenues for it to occur easily

• Talk about continued change

Implement

Team 3: the how team

Embracing change

“the practice of dental education”

We have made a lifelong commitment to the “practice of dentistry” – continually improving our

clinical skills; We should make the same commitment to the “practice of dental education” – always exploring ways to improve our educational skills and our

students’ learning.

• Make a big deal of a big change

Celebrate!

Short term – the team• Quick feedback and

praise to reinforce what is going well

• Adaptation and modification

• Show how the goals are being achieved – communicate widely

Long term – standing committees and administration

• Monitoring & Outcomes • Review and revise • Institutionalize• Celebrate some more

Reinforce

Team 4: the who and

when team

Communicate widely

Monitor performance

How did we do?

Method Rating

Timing and process Engagement Communication Grounded in values Overall success

Remember

The ease and success of your next project relates to how this one was perceived in setting the stage, designing, implementing and reinforcing the change.