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
In this research project characteristics of effective instructional development were identified that are appealing to medical teachers and relevant for medical education. Furthermore, we wanted to... Show moreIn this research project characteristics of effective instructional development were identified that are appealing to medical teachers and relevant for medical education. Furthermore, we wanted to know if medical teachers__ learning improved if an instructional development program was adapted in such a way that it included more of these characteristics. In this project we conducted two studies. In the first study, described in Chapters 2 and 3, we focused on selecting characteristics of effective instructional development programs for the medical context. In this study teachers and teacher educators were asked to indicate which of 35 characteristics that had been derived from the literature on effective instructional development (Guskey, 2003; Steinert et al., 2006) were important to them. In the second study, on which we report in Chapters 4 and 5, we used the characteristics collected in the first study as a framework to analyze a successful instructional course called Train the Trainers. This provided insight into its effectiveness and impact. We constructed a new instructional development course, using the information from the framework, and studied the learning processes of the medical teachers who participated in this Plus Course Show less
