As Ben-Chaim, Joffe, and Zoller (1994) state we now know, "the successful implementation of an innovative curricular program is dependent on the full active participation of the teachers involved in the decision-making process associated with the curriculum reform" (p. 365).
Getting the PBL curricular document ready is an important first step; however, the implementation of the curricular document is daunting and requires the cooperation of faculty members, students, non-academic staff, and the wider university community.
To examine barriers and facilitators to teachers' implementation of the curricular component of the school-based, multicomponent Boost intervention to promote fruit and vegetable intake among 13-year-olds guided by concepts of Diffusion of Innovations Theory and findings of previous implementation studies.
PROMED provides resources for the implementation of the curricular guidelines approved by the Brazilian Ministry of Education MECC) through financial support, guidance with respect to change, and flexibility in teaching procedures; in addition, it allows transformation to take place in other schools [ 1].
Other studies also highlight time issues as crucial for implementation of interventions [ 6, 14, 28, 41- 45] (Suldrup Jørgensen T, Krølner R, Tjørnhøj-Thomsen T, Aarestrup AK, Due P, Rasmussen M: Barriers and facilitators for teachers' implementation of the curricular component of the Boost intervention targeting adolescents' fruit and vegetable intake, submitted).
The author explores the driving forces, vehicles and destinations that lie behind successful curricular as a result of implementation of a large scale research project initiated by the Department of International Scientific and Professional Communication at Tambov State Technical University.
The curricular intervention was accomplished through the creation and implementation of a four-week Comparative Biology laboratory stream.
The implications of this study, as related to teaching and learning bioinformatics, focus on the design, validation, and implementation of curricular materials and learning resources.
In addition to the implementation of curricular directives of greater efficacy, other measures may stimulate medical students and better prepare them for professional practice.
These learner, teacher, curricular and environmental factors are important considerations for successful implementation of a QI curriculum [ 21].
