Applying Kotter's Change Model to Implement Constructive Alignment in Clinical Teaching Rounds for Service Evaluation

The study used a mixed methods approach, integrating qualitative research through Participatory Action Research with quantitative data from self-efficacy surveys. A group of researchers conducted pre- and post-program self-efficacy surveys, teacher training and interviews over the course of a year. The project was structured into three phases-diagnostic, intervention and evaluation-and we mapped all phases onto Kotter's 8 steps to promoting change. We navigated clinical teachers to conduct teaching rounds under the constructive alignment framework, subsequently employing inductive thematic analysis to meticulously assess the effectiveness of our intervention strategies.