Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

Abstract

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 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.

Medical educators’ perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review

“…Another important aspect highlighted was the need for students to see real-life examples on the best way to implement public health into practice via role models [ 19 , 23 , 36 , 46 , 51–53 ]. A range of competencies has been identified for medical educators to be good role models in public health: being able to critically reflect on one’s own values, beliefs, ethnicity, cultural backgrounds, and intersectionality; being competent with students when demonstrating how to show empathy and communicate in non-discriminatory and non-stereotyping ways; demonstrating a high knowledge of ethics and the social determinants of health; and assisting students to reflect on patients’ social determinants of health during a clinical encounter [ 36 , 51 , 52 ].…”

“…Primary care medical educators in one study felt that they are appropriate role models as they were able to demonstrate culturally appropriate communication with patients to students in their practice [ 36 ]. Demonstrating a high level of knowledge on content has also been shown to be a motivator for students [ 23 ].…”

“…Medical educators acknowledged that students may have different learning needs and different views and interests about topics taught at medical school [ 27 , 51 ], which required teaching to be personally tailored to individual needs [ 54 ]. The way medical educators approach teaching public health is influenced partly by how they view the significance of students in the teaching and learning process and the significance of their own role for students’ learning [ 19 , 23 , 51 ].…”

“…Most of the literature related to teaching public health focuses on medical students as participants or innovations made in public health education [ 21 , 22 ]. Research that specifically focuses on medical educators’ attitudes and beliefs about teaching public health is critical to improving the quality of public health education [ 23 , 24 ]. This review therefore answers the specific question: “ What are medical educators’ perspectives regarding the barriers and enablers to teaching public health in the undergraduate medical curriculum ?’…”

IMPROVing communication about diversity, equity, and inclusion in health professions education

“…This work reinforces that professional identity for faculty and learners is an ongoing, dynamic, and inter‐related process that responds to coaching interventions. Because personal and academic beliefs influence educators' behavior while teaching (Ottenhoff‐de Jonge et al, 2021), professional identity in faculty should be considered a starting point from which to improve the quality of learning environments (Kember, 1997; Ottenhoff‐de Jonge et al, 2021; Pratt et al, 2001; Taylor et al, 2007).…”