Introduction: The tension between tradition and innovation is a defining challenge in medical education, yet the literature lacks a strategic framework to guide educators through this dynamic.
Methods: This study addresses this gap using a ten-year qualitative autoethnography, drawing on a 65,000-word corpus of reflective journals and institutional artifacts to explore the educator’s lived experience.
Results: The findings reveal a spectrum of three professional archetypes in response to this tension: Oppositionists, who view the two as rivals; Passive Integrators, who blend them reactively;
and Smart Integrators, who do so with intentional purpose. Based on these insights, the study proposes the FUSION Design Helix, a dual-layered framework for strategic integration. The core
comprises a six-stage process - ranging from ‘Framing Goals’ to ‘Navigating Implementation’ - which is synthesised through the macro-phases of Design Thinking: Inspiration, Ideation, and Implementation. By positioning tradition and innovation as complementary resources rather than rivals, the Helix provides a proactive, design-oriented engine for curriculum development.
Conclusion: Collectively, the findings reposition educational change as an act of purposeful pedagogical design rather than reactive compromise, offering a scalable cognitive framework for
cultivating reflective educators and building resilient, future-ready curricula in medical education. Practically, the model provides medical schools and faculty developers with a structured roadmap
for planning, implementing, and sustaining pedagogically grounded innovation while strengthening the educators’ capacity for reflective, theory-informed practice. |
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