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. 2022 Jan 11:13:11-25.
doi: 10.2147/AMEP.S337127. eCollection 2022.

Polarity Based Model for Guiding Medical School Strategy During Crisis - A Cross Sectional Qualitative Study

Samar A Ahmed  1 , Archana P Kumar  2   3 , Nourhan F Wasfy  4 , Nagwa N Hegazy  5 , Enjy Abouzeid  4 , Mohammed A Hassanien  6   7 , Mohamed H Shehata  8   9 , W Cliff Kayser 3rd  10 , Randa M Mostafa  11 , Yawar H Khan  12 , Hossam Hamdy  13
Affiliations

Polarity Based Model for Guiding Medical School Strategy During Crisis - A Cross Sectional Qualitative Study

Samar A Ahmed et al. Adv Med Educ Pract. .

Abstract

Background: Crises in academia can best be dealt with as a polarity that needs to be leveraged rather than a problem that needs to be solved. This work aimed at utilizing the Polarity Approach for Continuity and Transformation (PACT)™ to establish a guide for medical schools during times of crisis to minimize the effect of crisis-driven decisions on strategic growth.

Subjects and methods: A qualitative study following the 5-Steps of the PACT process was conducted. A virtual mapping session was held with 108 medical educators from 22 countries to determine the upsides and downsides of strategic orientation and crisis management subsequently.

Results: Four polarity maps were generated identifying four tension areas; University reputation, mission, teams, and individuals followed by a 72-item assessment and another mapping session to map the warning signs and action steps. A comparison between private school scores and the whole cohort of respondents showed that private schools had the least problems in team-oriented work.

Conclusion: This study highlighted the importance of taking measures to communicate the mission and supporting team functions inside universities either by enhancing resources or utilizing time and effort-saving strategies.

Keywords: crisis; education; medical; planning; polarity; strategy.

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Conflict of interest statement

The authors report no conflicts of interest in this work.

Figures

Figure 1
Figure 1
Flow chart showing study design and steps of implementation.
Figure 2
Figure 2
Mapping of the tension; University reputation.
Figure 3
Figure 3
Mapping of the tension; Teams.
Figure 4
Figure 4
Mapping of the tension; University mission.
Figure 5
Figure 5
Mapping of the tension; Individuals.
Figure 6
Figure 6
Overall mapping of the four tension areas.
See this image and copyright information in PMC

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