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... Show moreThis 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. Show less
Ottenhoff-de Jonge, M.W.; Hoeven, I. van der; Gesundheit, N.; Kramer, A.W.M.; Rijst, R.M. van der 2023
PurposeFaculty development in learning-centred medical education aims to help faculty mature into facilitators of student learning, but it is often ineffective. It is unclear how to support... Show morePurposeFaculty development in learning-centred medical education aims to help faculty mature into facilitators of student learning, but it is often ineffective. It is unclear how to support educators’ maturation sustainably. We explored how and why medical educators working in learning-centred education, more commonly referred to as student-centred education, mature over time.MethodsWe performed a qualitative follow-up study and interviewed 21 senior physician-educators at two times, ten years apart. A hierarchical model, distinguishing four educator phenotypes, was employed to deductively examine educators’ awareness of the workplace context, their educational competencies, identity, and ‘mission,’ i.e. their source of personal inspiration. Those educators who grew in awareness, as measured by advancing in educator phenotype, were re-interviewed to inductively explore factors they perceived to have guided their maturation.ResultsA minority of the medical educators grew in awareness of their educational qualities over the 10-year study period. Regression in awareness did not occur. Maturation as an educator was perceived to be linked to maturation as a physician and to engaging in primarily informal learning opportunities.ConclusionsMaturation of medical educators can take place, but is not guaranteed, and appears to proceed through a growth in awareness of, successively, educational competencies, identity, and mission. At all stages, maturation is motivated by the task, identity, and mission as a physician. Show less
Ottenhoff-de Jonge, M.W.; Steinert, Y.; Hoeven, I. van der; Kramer, A.W.M.; Rijst, R.M. van der 2022
Introduction: Although learning-centred education would be most effective if all medical educators held learning-centred beliefs, many educators still hold teaching-centred beliefs. A previously... Show moreIntroduction: Although learning-centred education would be most effective if all medical educators held learning-centred beliefs, many educators still hold teaching-centred beliefs. A previously developed theoretical model describes a relationship between beliefs, educational identity and ‘mission,’ meaning that which inspires and drives educators. To increase our understanding of why educators hold certain beliefs, we explored the empirical relationship between educators’ beliefs and their awareness of their educational identity and mission. Methods: A qualitative study was conducted using in-depth interviews with medical educators. We performed a deductive thematic analysis employing two existing models to examine educators’ beliefs about teaching and learning and their awareness of their educational identity and mission. Results: Educators demonstrated both teaching-centred and learning-centred beliefs, which aligned with an awareness of their educational identity and mission. While educators who were unaware of both their identity and mission displayed teaching-centred beliefs, educators aware of their identity and mission displayed learning-centred beliefs. Those who were aware of their identity, but not their mission, displayed either teaching- or learning-centredness. Conclusions: Medical educators’ awareness of identity and mission are related to their beliefs about education. Further research is needed into whether beliefs can change over time by increasing identity and mission awareness. Show less
Ottenhoff-de Jonge, M.W.; Hoeven, I. van der; Gesundheit, N.; Rijst, R.M. van der; Kramer, A.W.M. 2021
Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they... Show moreBackground The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as 'desired learning outcomes' and 'students' motivation'. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators. Show less
