Table 2.

Guidelines outlining the activities and timeline corresponding to each step of Mento’s change management model for the integration of a blended Gagne-Peyton instructional model in all structure-function courses.

Step	Mento’s model of change	Activity to facilitate/implement the change	Timeline
1	The idea and its context	Preliminary results from the HNSFa course in Phase 1, semester 2, showed that the blended instructional model of pedagogy facilitates better learning in UMEb. The idea is to integrate the blended instructional model throughout all structure-function courses in semester 2 of Phase 1.	N/Ac
2	Define the change initiative	Present to concerned stakeholders the following: What are the attributes of the blended teaching approach of Gagne and Peyton? Benefits of the blended instructional model of Gagne and Peyton Planning of the teaching approach Successful case studies of the blended instructional model (eg, results of this study)	4 weeks prior to course initiation
3	Evaluate the climate for change	Assess the necessary resources, prior knowledge of stakeholders, and technological proficiency required to successfully implement the blended instructional model in the structure-function courses through SWOTd analysis.	4 weeks prior to course initiation
4	Develop a change plan	Work with the technology-enhanced learning (TEL) and Smart Learning Hub (SLH) teams at MBRUe to develop a faculty development plan to train stakeholders on the strategies to implement the blended instructional model of Gagne and Peyton in structure-function courses.	3 weeks prior to course initiation
5	Find and cultivate a sponsor	Schedule meetings with MBRU academic leadership (dean/associate deans/departmental chairs, phase directors) to inform them about the benefits of the blended instructional model and the resources required.	3 weeks prior to course initiation
6	Prepare your target audience	Organize faculty development workshops in collaboration with the TEL and SLH teams to inform stakeholders about how to implement the blended teaching approach in structure-function courses. Circulate nano-lectures on active learning to stakeholders over WhatsApp.	2 weeks prior to course initiation
7	Create a cultural fit	Create linkage between students’ learning approaches and the blended teaching approach to explain to concerned stakeholders why there is a necessity to create a culture of innovative pedagogy in UME.	2 weeks prior to course initiation
8	Develop and choose a lead team	Create an informal lead team consisting of the course coordinator and instructors of the HNSF course and digital advisors from the TEL and SLH teams, such that they can guide and encourage stakeholders to implement the blended teaching approach in the structure-function courses (at least 9 blended teaching sessions over 5 weeks).	1-5 weeks into the course
9	Create small wins for motivation	Identify the stakeholders who successfully integrated the blended teaching approach into their courses and request them to present their experiences in this effort to the MBRU academic leadership and other concerned stakeholders.	4-5 weeks into the course
10	Constantly and strategically communicate the change	During the whole transformation process: Create a “learning community” such that stakeholders can learn from each other about strategies to successfully implement the blended teaching approach in pedagogy. Try to address hurdles that are faced by stakeholders in their endeavours by communicating the change process to sponsors	1-5 weeks into the course
11	Measure the progress of the change effort	Refer to the updated pedagogical techniques of the concerned courses to appraise the number of teaching sessions where blended teaching was implemented. Evaluate the attitude of stakeholders toward blended teaching following the transformation initiative using an ADKARf framework. Assess the performance of the students in the structure-function courses to identify if blended teaching was beneficial over the traditional method. Obtain student feedback to assess students’ perceptions toward blended teaching.	6 weeks into the course following midterm assessments
12	Integrate lessons learned	Using a reflective framework conduct an After Action Review to: Map the transformation process Identify hurdles that need to be tackled such that blended teaching can be successfully integrated in other courses	6 weeks into the course following midterm assessments
Other notes		Preparatory time for implementing the transformation: 4 weeks Time required for implementing/assessing the transformation: 5 weeks Total study duration (preparation + implementation + assessment): 9 weeks

^aHNSF: Head and Neck structure-function course.

^bUME: undergraduate medical education.

^cN/A: not applicable.

^dSWOT: strengths, weaknesses, opportunities, and threats.

^eMBRU: Mohammed Bin Rashid University of Medicine and Health Sciences.

^fADKAR: awareness, desire, knowledge, ability, reinforcement.