Exploring the maturation of medical educators and their beliefs about teaching and learning: the value of a personal educational mission

Ottenhoff-de Jonge, M.W. (2023)

Doctoral Thesis

This research explores the beliefs medical educators hold on being a teacher as well as on the process of teaching and learning, within the context of learning-centred education. It also explores the relationship between these two areas of inquiry, and how medical educators mature through developing their  beliefs about being a teacher over time.
We conclude that maturation of medical educators’ beliefs about being a teacher can take place but is not self-evident, and seems to proceed through developmental stages of awareness of, successively, educational competencies, identity and mission. Awareness of a personal educational mission can reinforce and nurture an educator’s identity. Moreover, it gives meaning to an educator’s professional life and can fuel motivation for further development. This is an important explanation as to why educators who are aware of their educational mission have the most elaborate, learning-centred, beliefs about teaching and learning. Thus, supporting educators in becoming aware of and developing their educational mission is essential to foster learning-centred beliefs. This dissertation offers a deeper understanding of medical educators’ maturation, the factors influencing maturation, and its relationship with beliefs about teaching and learning, thereby contributing to the quality of learning of the next generation healthcare professionals.

• Medical education
• Learning-centred medical education
• Faculty development
• Beliefs about teaching and learning
• Teacher development
• Teacher change
• Roles of teacher
• Educational identity
• Personal educational mission

• All authors: Ottenhoff-de Jonge, M.W.
• Supervisor: Kramer, A.W.M.; Rijst, R.M. van der
• Committee: Dekker, F.W.; Janssen, F.J.J.M.; Dolmans, D.H.J.M.; Skeff, K.M.
• Qualification: Doctor (dr.)
• Awarding Institution: Faculty of Medicine, Leiden University Medical Center (LUMC), Leiden University
• Date: 2023-11-29
• ISBN (print): 9789464833485
• Sponsorship: Nederlandse Vereniging voor Medisch Onderwijs (NVMO) ; J.E. Jurriaanse Stichting