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Brief Description of the C - Change Faculty, Resident and Medical Student Surveys (PDF)

Medical School Leadership Quotes

"The survey offered us extremely important information that will be critical to explore further and act upon."

"I now have data needed to help drive important change."

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Please contact or Dr. Linda Pololi at for further information about use of the C - Change Surveys.

C - Change Surveys

Drawing on in-depth interviews with male and female faculty in five academic medical centers, the C - Change Faculty Survey© was developed to systematically explore and document the experiences of medical school faculty and the organizational culture in their academic medical centers.1-5 The survey was fielded to a stratified random sample of faculty at 26 nationally representative U.S. medical colleges, providing normative data to allow medical schools using the C - Change Faculty Survey© to compare themselves with other similar institutions. The faculty survey has been adapted for medical students and for residents to measure their perceptions of their learning environment and professionalism, and offers insights into the “hidden curriculum.” The three C - Change Surveys are available for use by academic medical centers wishing to assess and improve their culture and existing practices in order to create a more academically productive, inclusive, diverse and humanistic environment where all people can thrive.

1. Pololi LH, Krupat E, Civian JT, Ash AS, Brennan RT. Why are a quarter of faculty considering leaving academic medicine? A study of their perceptions of institutional culture and intention to leave in 26 representative medical schools. Academic Medicine. 2012;87:859-869.

2. Pololi LH, Civian JT, Brennan RT, Dotollo AL, Krupat E. Experiencing the Culture of Academic Medicine: Gender Matters, A National Study. Journal of General Internal Medicine. 2013;28:201-207.

3. Pololi LH, Evans AT, Gibbs BK, Krupat E, Brennan RT, Civian JT. The experience of minority faculty who are underrepresented in medicine, at 26 representative U.S. medical schools. Academic Medicine. 2013;88:1308-1314.

4. Pololi LH, Evans AT, Civian JT, Gibbs BK, Coplit LD, Gillum LH, Brennan RT. Faculty Vitality – Surviving the Challenges Facing Academic Health Centers: a National Survey of Medical Faculty. Academic Medicine. 2015;90(7):930-936.

5. Pololi LH, Evans AT, Civian JT, Vasiliou V, Gibbs BK, Coplit LD, Gillum LH, Brennan RT. Mentoring faculty: A U.S. national survey of its adequacy and linkage to culture in academic health centers. J. Continuing Education in the Health Professions. 2015;35:176-184.

6. Pololi LH, Evans AT, Nickell L, Reboli AC, Coplit LD, Stuber ML, Vasiliou V, Civian JT, Brennan RT. Assessing the Learning Environment for Medical Students: An Evaluation of a Novel Survey Instrument in Four Medical Schools. Academic Psychiatry. 2016;doi:10.1007/s40596-016-0620-1.

7. Pololi L, Evans A, Civian J, Gibbs B, Gillum L, Brennan R. A novel measure of "good" mentoring: Testing its reliability and validity in four academic health centers. J Continuing Education in the Health Professions. 2016; 36(4):263-268.

C - Change Faculty, Resident, and Medical Student Surveys

The C - Change Faculty Survey© assesses medical faculty perceptions of their organizational culture and professional experiences. It consists of 74 questions that assess levels of vitality, trust, professionalism, feelings of being valued and belonging, gender and diversity inclusion and equity, and other constructs related to the organizational culture for faculty. It assesses burnout, vitality and faculty commitment to their institution, as well as intention to leave academic medicine,1 and key demographic characteristics, e.g., age, rank, faculty roles, race/ethnicity.

The C - Change Medical Student Survey© assesses the learning environment and the development of professionalism among medical students. It consists of 48 questions that assess relationships, trust, feelings of being valued and belonging, ethical issues, gender and diversity equity, perception of their school’s support for career development, and other constructs related to the professional development of students.

The C - Change Resident Survey© assesses the clinical learning environment and the culture of professionalism from the perspective of residents. The survey directly aligns with many of the new ACGME Pathway objectives, (CLER).