Changing conceptions of teaching in medical faculty

Calkins, Susanna C; Johnson, Nadia; Light, Greg

doi:10.3109/0142159x.2012.720050

Cited by 21 publications

(17 citation statements)

References 16 publications

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“…Secondly, the organization-wide overview of teacher profiles is also relevant because institutes and curricula have an impact on teachers’ conceptions, since conceptions are influenced by the perception of the teaching context [20, 42, 43]. Key elements in the teaching context would be leadership style [44, 45], ownership of the curriculum [46], educational climate [47, 48], and the departmental teaching context [13, 46, 49–52]. …”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, it is argued that changes in teaching behaviour can only be realized if attention is paid to teachers’ conceptions of learning and teaching [6, 10–12]. This often implies that faculty development activities should try to influence teachers’ conceptions to align them with the desired teaching behaviour [2, 13]. However, Guskey [14] stated that changes in teaching practice preceed changes in conceptions.…”

Section: Introductionmentioning

confidence: 99%

“…Contrary to other domains of higher education, medical education research has paid little attention to teachers’ conceptions of learning and teaching [15–17] and even less to its impact on faculty development activities [13]. To fill this gap, we constructed and validated a questionnaire named COLT, to measure teachers’ conceptions of learning and teaching in student-centred medical education [18].…”

Section: Introductionmentioning

confidence: 99%

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Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

et al. 2014

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BackgroundTeachers’ conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students’ learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly. Previously we constructed a questionnaire named COLT to measure conceptions. In the present study, we investigated if different teacher profiles could be assessed which are based on the teachers’ conceptions. These teacher profiles might have implications for individual teachers, for faculty development activities and for institutes. Our research questions were: (1) Can we identify teacher profiles based on the COLT? (2) If so, how are these teacher profiles associated with other teacher characteristics?MethodsThe COLT questionnaire was sent electronically to all teachers in the first three years of the undergraduate curriculum of Medicine in two medical schools in the Netherlands with student-centred education. The COLT (18 items, 5 point Likert scales) comprises three scales: ‘teacher centredness’, ‘appreciation of active learning’ and ‘orientation to professional practice’. We also collected personal information about the participants and their occupational characteristics. Teacher profiles were studied using a K-means cluster analysis and calculating Chi squares.ResultsThe response rate was 49.4% (N = 319/646). A five-cluster solution fitted the data best, resulting in five teacher profiles based on their conceptions as measured by the COLT. We named the teacher profiles: Transmitters (most traditional), Organizers, Intermediates, Facilitators and Conceptual Change Agents (most modern). The teacher profiles differed from each other in personal and occupational characteristics.ConclusionsBased on teachers’ conceptions of learning and teaching, five teacher profiles were found in student-centred education. We offered suggestions how insight into these teacher profiles might be useful for individual teachers, for faculty development activities and for institutes and departments, especially if involved in a curriculum reform towards student-centred education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

et al. 2014

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“…The lattermost requires more active participation by the students in terms of reflection and critical thinking (Calkins et al 2012).…”

Section: Historymentioning

confidence: 99%

A ‘Learning conversation’ as a style of feedback

Norris¹,

Bullock²

2017

MedEdPublish

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This paper explores the history behind the introduction and use of a 'learning conversation' as a mechanism of providing effective feedback to students on resuscitation courses. The authors hope the use of this style of feedback may useful in many other contexts to provide authentic feedback. The central aim of a learning conversation is to promote and support greater self-awareness of the individual student in order to develop competence and team leadership through critical inquiry (Harri-Augstein & Thomas 1991). Learning, particularly in the context of resuscitation is demonstrated by the utilisation of "planned experience which brings about a change of behaviour" and the process is facilitated by feedback whether during skills teaching, in workshops or in simulation. The learning conversation uses empathic, active respectful listening and discussion shared between a small group of participants, facilitated by an instructor to ensure that key learning emerges from this process duly informing future practice and behaviours. A mnemonic has been developed to facilitate acquisition of the skills involved in this feedback. Faculty also require feedback to fully develop their feedback skills but once established the process makes both faculty and students share their feelings, frustrations and learning in a very positive learning climate. The learning conversation has been in use in resuscitation courses for almost six years and the authors feel there is a wealth of literature available to support this approach which can be usefully applied to facilitate learning in many small group teaching settings and the process of delivering a Learning conversation is detailed within the paper.

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“…In the context of continued system and curricula reform, and the associated attractiveness of new learning technologies and new non‐tertiary settings for course delivery, the teaching of medical students in hospitals remains a feature of medical school curricula. However, in Australia and in other countries, sustaining the engagement of teachers in this environment remains a challenge, despite efforts to understand teachers’ experiences of changes in the health and education systems, and successful professional development for individuals …”

Section: Introductionmentioning

confidence: 99%

Pedagogical and professional compromises by medical teachers in hospitals

Barrett

Scott

2014

Clin Teach

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We conclude that professional development is not enough to address these issues: the conditions for medical teaching and teachers in hospitals require workplace responses to enable a more productive connection between the students, curriculum and pedagogy. In particular, teachers' responsibilities in teaching and curriculum development need to be acknowledged, and practising teachers need to be supported and included in the education mission.

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Changing conceptions of teaching in medical faculty

Cited by 21 publications

References 16 publications

Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching

A ‘Learning conversation’ as a style of feedback

Pedagogical and professional compromises by medical teachers in hospitals

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