How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators

Jonge, Marleen W. Ottenhoff de; Steinert, Yvonne; Hoeven, Iris van der; Kramer, Anneke; Rijst, Roeland van der

doi:10.1080/0142159x.2022.2094230

Cited by 7 publications

(5 citation statements)

References 28 publications

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“…Regarding the belief orientation toward teaching, previous research has identified two approaches, teaching-centered (content-focused) and learning-centered [ 12 , 16 , 20 , 22 , 47 ]. But the present study’s findings suggest that the theory of teaching approaches should transcend the dichotomy between learning-centered and teaching-centered approaches.…”

Section: Discussionmentioning

confidence: 99%

“…The body of research shows that epistemological beliefs are one of the driving forces behind educators' educational behaviors and their choices in teaching design and delivery. In other words, how teachers teach and even teaching practice is unconsciously influenced by their conceptions and perceptions of teaching and learning [9][10][11][12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

“…In recent decades, studies have been published that have conceptualized teaching and learning in education, higher education, and medical education based on a framework. These studies have classified the belief orientation about teaching and learning on a continuum from teaching-centered to learning-centered [3,9,12,[15][16][17][18][19][20][21][22][23][24][25]. One of these frameworks proposed for the context of medical education is the framework of Ottenhoff-de Jonge et al, [22].…”

Section: Introductionmentioning

confidence: 99%

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Teaching-learning in clinical education based on epistemological orientations: A multi-method study

Khani,

Ahmady,

Sabet

et al. 2023

PLoS ONE

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Introduction Teaching-learning is the heart of medical education in the clinical setting. The objective of this research was to develop a conceptual model of effective clinical teaching in undergraduate medical education and conceptualize its operational framework based on the best fit approach. Materials and methods This research consisted of three sub-studies conducted using a multi-method approach. The first sub-study was conducted using a qualitative meta-synthesis approach. The second sub-study used Clarke’s situational analysis approach as a postmodern version of grounded theory. Finally, the third sub-study was designed in two stages. First, it was conducted using the expert panel, in the second step, framework of synthesis based on best fit, and the framework of Ottenhoff- de Jonge et al., which formed the basis of this study. Results In the first sub-study, qualitative evidence on the factors of effective teaching-learning in clinical education was synthesized into five dimensions. Based on the second sub-study, the clinical teaching-learning situation in undergraduate medical education in Iran was represented in three maps, including situational, social worlds/arenas, and positional. Finally, in the third sub-study, based on model modification and development in the expert panel, the effective teaching-learning dimensions were developed into behavioral, social, pedagogical, technology, contextual, educational leadership, and financial dimensions. In the second step, based on the framework of Ottenhoff- de Jonge et al., a three-dimensional matrix was developed concerning epistemological orientations about teaching and learning. Discussion Moving from a single teaching-centered and learning-centered orientation to a teaching-learning-centered orientation is required for effective teaching-learning in clinical medical education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching-learning in clinical education based on epistemological orientations: A multi-method study

Khani,

Ahmady,

Sabet

et al. 2023

PLoS ONE

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“…the curriculum) drastically changes. Prior work on teaching-centered and learning-centered orientations have shown that a change from one orientation to the other is profound, requiring faculty to change their central beliefs about educating [ 19 , 20 ]. Of note, scholars have shown that shifts between these do not “automatically take place,” even when the curriculum changes [ 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

Flipping the expert: faculty educator sensemaking during transition to an active learning-based curriculum

Brooks,

Hughes

2024

BMC Med Educ

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Purpose Curricular change is becoming a standard feature of medical schools as they respond to learners’ evolving needs. Implementing change is not always straightforward, however, especially when it directly shifts the expected roles of faculty educators. The authors investigated how faculty educators navigated a significant transition to the Active, Competency-Based, and Excellence-Driven (ACE) curriculum at one state medical school. Method The authors employed a qualitative descriptive design and conducted thematic analysis. From June 2018 to January 2019, the authors conducted individual, in-depth interviews with faculty educators and administrators involved in first-year medical student education. Data were analyzed inductively to identify the sensemaking process for faculty. Results Twenty-one faculty educators participated in interviews averaging 58 min. Four phases were identified among educators as they moved through the change: (1) Making Sense of the Change; (2) Grieving the Lecturer Educator Role; (3) Risking an Active Learning Educator Role; and (4) Identifying the Rewards of Active Learning-based Teaching. Conclusion Faculty buy-in is an essential component of successful curricular change implementation. While most faculty in this study reported eventual enjoyment from the new interactional teaching that fostered critical thinking, navigating the change was not always smooth. This study suggests faculty development around curricular change should be tailored to address the varying faculty concerns relevant to the four phases that were identified. Effective and optimal faculty support during large-scale curricular change must take into account not just new skills but also the grief and risk faculty may experience as their roles shift.

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“…This puts the medical education field in need of educators who employ holistic approaches to teaching so as to enhance sustainable learning processes among students in terms of their academic performance, career prosperity, and mental health. An educator’s set of beliefs and attitudes significantly affects such holistic approaches, and in turn, it can compromise the learning process and lead to an unconducive learning environment 2 – 5 . Later on, this will affect students’ performance, motivation, and interest in the medical field.…”

Section: Introductionmentioning

confidence: 99%

Who should be a medical educator? Beyond knowledge and experience

Mashauri

2023

Annals of Medicine &Amp; Surgery

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How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators

Cited by 7 publications

References 28 publications

Teaching-learning in clinical education based on epistemological orientations: A multi-method study

Teaching-learning in clinical education based on epistemological orientations: A multi-method study

Flipping the expert: faculty educator sensemaking during transition to an active learning-based curriculum

Who should be a medical educator? Beyond knowledge and experience

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