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Table 2 Specialty Training’s Organisational Readiness for curriculum Change (STORC): final items after Delphi round 2

From: Specialty Training’s Organizational Readiness for curriculum Change (STORC): development of a questionnaire in a Delphi study

Specialty Training’s Organizational Readiness for curriculum Change (STORC) Delphi mean SD
Pressure to change   
Current pressures to implement this innovation in residency training comes from:
 1. Trainees in the program 4.2 0.9
 2. Clinical teaching staff 4.2 0.9
 3. Program directors 4.4 0.6
 4. External authorities New New
Appropriateness   
This innovation in residency training is appropriate for the situation being addressed
 5. This change will improve the knowledge and skills of our trainees 4.5 0.7
 6. This change is tailored to the needs for change within our residency training 4.1 0.9
 7. This change will be an improvement over our current practices 4.2 1.0
Necessity to change   
There is a need for change
 8. There is a significant difference between the current state and the desired state of residency training 4.4 0.8
 9. We need to improve our residency training curriculum 4.2 0.7
 10. A change is needed to improve our residency training curriculum 4.1 0.8
Management support and leadership   
The educational board (hospital level):
 11. Is committed to this change 4.1 1.3
 12. Provides the time and resources required to implement this change 4.3 1.3
Staff culture   
Clinical staff members:
 13. Feel a sense of personal responsibility to improve training 4.2 0.7
 14. Cooperate to maintain and improve effectiveness of training 4.1 0.8
 15. Are willing to innovate and/or experiment to improve training 4.1 0.7
 16. Are receptive to changes in training methods 4.1 1.0
 17. Share responsibility for the success of this project 4.1 0.9
 18. Work together as a team 4.2 0.8
 19. Discuss this change with trainees in both formal and informal situations 3.9 0.8
The formal leader of this innovation in residency training (e.g. the program director):   
 20. Accepts responsibility for the success of this project 4.1 0.9
 21. Has the authority to carry out the implementation of this change 4.4 0.8
 22. Cooperates well with the clinical staff members 4.4 0.8
Involvement in this innovation in residency training:   
 23. Formal educational leaders communicated well with us about the policy towards this change 4.0 0.8
 24. Information provided about this change is clear 4.2 0.9
 25. We are sufficiently consulted about the change 3.9 0.9
 26. We are informed about the reasons for change 4.0 0.9
 27. Trainees are willing to innovate and/or experiment to improve training New New
 28. We have the skills that are needed to implement this change 4.0 1.0
Project resources   
The following are available to successfully implement this innovation in residency training:
 29. Financial resources 4.1 0.9
 30. Training 4.3 0.8
 31. Facilities 4.1 0.9
 32. Staffing 4.1 0.8
 33. Equipment and materials 4.0 0.8
 34. Trainee awareness of this change 4.3 0.7
 35. Incorporation of trainee needs 4.3 0.7
 36. Evaluation protocol 4.1 0.8
Clarity of mission and goals of this innovation in residency training   
 37. We understand how this change fits in with the desired competences of trainees 3.9 0.9
 38. This curriculum change has clear goals and objectives 4.1 0.9
 39. Our duties are clearly related to the goals of this change 3.9 0.9
The implementation plan for this innovation in residency training:   
 40. Identifies specific roles and responsibilities 4.0 0.8
 41. Clearly describes tasks and timelines 4.2 0.8
 42. Includes appropriate training 4.0 1.0
 43. Acknowledges our input and opinions 4.0 1.0
 44. Includes a plan for improvement based on evaluations 4.1 0.9
  1. Bold text: subscales of the questionnaire