Understanding the Dynamics of Change and the Impact on Psychiatric Education

Academic departments of psychiatry are experiencing unprecedented changes that are difficult and challenging for faculty and administrators. This article examines the factors that influence change and the barriers to effective change. The author reviewed the business literature on change in organiza...

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Bibliographic Details
Published in:Academic psychiatry 2014-12, Vol.38 (6), p.672-679
Main Author: Feldmann, Theodore B.
Format: Article
Language:English
Subjects:
Academic Medical Centers - organization & administration
Adult
Anxiety
Coping
Depression (Psychology)
Education
Educational Change
Emotional Experience
Emotional Response
Emotions
Environment
Faculty - organization & administration
Humans
In Depth Article: Commentary
Leaders
Leadership
Medical Education
Medicine
Medicine & Public Health
Morale
Organizational change
Organizational Culture
Organizational Innovation
Personality
Personality Development
Psychiatric Department, Hospital - organization & administration
Psychiatry
Psychiatry - education
Resistance (Psychology)
Self psychology
Stress
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Summary:Academic departments of psychiatry are experiencing unprecedented changes that are difficult and challenging for faculty and administrators. This article examines the factors that influence change and the barriers to effective change. The author reviewed the business literature on change in organizations and examined the psychodynamic factors that mediate individual and organizational response to change. Several business models for effective change management exist and can be utilized by psychiatric educators. The psychodynamic models of change are useful for understanding the psychological impact of change on organizations and individuals. Effective management of change requires careful attention to the goals of the organization, development of a detailed plan to implement change, adequate resources to carry out the change, effective leadership and communication, and contingency plans for unforeseen events. Individual and organizational needs must also be considered. A model for dealing with change in education is presented.
ISSN:1042-9670
1545-7230
DOI:10.1007/s40596-014-0211-y