Document Type : Original research article
Authors
1
Department of Parasitology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
2
Departments of Medical Education and Basic Medical Sciences, College of Medicine, University of Bisha, Bisha, Saudi Arabia
3
Department of Pathology, Faculty of Medicine, Helwan University, Cairo, Egypt
4
Department of Medical Education, Faculty of Medicine, Ain Shams University, Cairo, Egypt
5
Department of Conservative Dental Sciences, College of Dentistry, King Abdul Aziz University, Saudi Arabia
6
Department of Histology and Cell Biology, Faculty of Medicine, Ain Shams University and Armed Forces College of Medicine, Cairo, Egypt
7
Department of Community Medicine, Faculty of Medicine, University of Khartoum, Sudan
8
Department of Physiology, Faculty of Medicine, Ain Shams University and Galala University, Egypt
9
Faculty of Dentistry, Ain Shams University, Cairo, Egypt
10
Faculty of Medicine, Delta University for Science and Technology, Military Medical Academy and Ain Shams University, Cairo, Egypt
Abstract
Background: To prevent the spread of the COVID-19 pandemic, universities around the world were forced to close unexpectedly. In dealing with the emergency e-learning strategy, educational leaders faced an adaptable and transformative challenge with new emergent educational needs. Curriculum changes were made, and new tactics were implemented.
Objective: The purpose of this study was to examine the various leadership styles required for each stage of curricular reform.
Methods: This research comprised 70 ASU-MENA-FRI fellowship programme participants from the Middle East and North Africa (MENA) region. Participants in seven consensus-based planning sessions (CBPS) highlighted the required leadership style for curricular change in response to COVID-19. It lasted one month, from May 11th to June 7th, 2020.
Results: The strategic imperatives for curricular change derived from the CBPS were divided into five major themes: understanding the status quo, collaboration between experts and skilled faculty, generation of stakeholder buy-in, preparation of the curriculum renewal framework, and monitoring and evaluation.
The participants chose authoritative, coaching, affiliative, pacesetting, democratic, and coercive leadership styles as the most appropriate for the effective execution of each step of the change process.
Conclusion: As a result of lockdown, Covid-19 was regarded as a pandemic with unparalleled consequences on all levels of learning programs. It was critical to identify the many leadership styles that might be employed interchangeably for the inevitable curricular adjustment to deal with distant learning as a major problem during that crisis.
Keywords
)
View on SCiNiTO