Strategy implementation risk model for transformation and innovation packages in medical education

 In the age of globalization, innovation in education is obvious. Innovation in education means solving a real problem in a new and simple way to promote equitable learning. In this study, by implementing and evaluating the risks arising from the implementation of the strategy of transformation and innovation packages in medical education, the implementation of a national strategy was supported.

 This study is from the perspective of applied orientation, from the perspective of descriptive purpose and qualitative in terms of approach. This research was conducted using grounded theory method and Charms approach. The Statistical population included all educational assistants and heads of transformation and innovation packages in the land use planning. Data were collected (document review, participatory observation and interview) and coded in several stages (initial, centralized, central and theoretical coding). The risk model for qualitative study was also qualitatively assessed in light of the teachings of risk management (Rita Mulcahy).

 The model on demand from the stages of risk identification and evaluation was presented in a model consisting of 5 categories (structural, attitudinal, economic, managerial and operational risks) and 16 sub-categories and 39 concepts. Structural risks had the highest coefficient and operational risks had the lowest risk coefficient at the risk assessment stage. The total risk factor of the package strategy is 54 out of 80 units; this means that the risk of packages in execution is moderate.

 Implementing the strategy of transformation and innovation packages has many inherent risks that have been taken from the stage of strategy development to the stage of strategy implementation. Therefore, rewriting the strategy of packages as the accessible lever for risk control and management is recommended.