Developing medical teachers’ thinking and practice: impact of a staff development course

Weurlander, Maria; Stenfors, Terese

doi:10.1080/07294360701805283

Cited by 31 publications

(23 citation statements)

References 28 publications

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“…Most categories reflect change areas in teaching reported in previous studies (Åkerlind, 2003;Bakkenes et al, 2010;Donnelly, 2006;Weurlander & Stenfors-Hayes, 2008). Previous results were also confirmed in the relative frequency of categories.…”

Section: Discussionsupporting

confidence: 80%

“…In particular, the teaching selves category of the present study not only included an 'increased confidence/comfort' in teaching (Åkerlind, 2003;Donnelly, 2006;Weurlander & Stenfors-Hayes, 2008), but also comprised further aspects of change with an emphasis on growing into or repositioning oneself in the teacher role. These changes seemed to portray the significant challenge of developing an identity as academic teacher.…”

Section: Discussionmentioning

confidence: 99%

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Complex dynamics in academics' developmental processes in teaching

Trautwein¹,

Nückles

Merkt

2014

Higher Education Research & Development

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Section: Discussionsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Complex dynamics in academics' developmental processes in teaching

Trautwein¹,

Nückles

Merkt

2014

Higher Education Research & Development

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“…An analysis of 19 of the included interviews has previously been published with a focus on other aspects of the data (Stenfors-Hayes et al 2010;Weurlander and Stenfors-Hayes 2008).…”

Section: Respondents Methods Of Data Collection and Analysismentioning

confidence: 99%

What does it mean to be a good teacher and clinical supervisor in medical education?

Stenfors

Hult

Dahlgren

2010

Adv in Health Sci Educ

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The aim of this study was to describe the different ways medical teachers understand what constitutes a good teacher and a good clinical supervisor and what similarities and differences they report between them. Data was gathered through interviews with 39 undergraduate teachers at a medical university. The transcripts were analysed using a phenomenographic approach. Three categories regarding what it means to be a good teacher and clinical supervisor respectively were identified. Similarities between the two hierarchies were seen with the most inclusive categories of understanding what it means to be a good teacher or supervisor focuses on students' learning or growth. In the third category a good teacher and supervisor is seen as someone who conveys knowledge or shows how things are done. However, the role of being a clinical supervisor was perceived as containing a clearer focus on professional development and role modelling than the teacher role did. This is shown in the middle category where a good clinical supervisor is understood as a role model and someone who shares what it is like to be a doctor. The middle category of understanding what it means to be a good teacher instead focussing on the teacher as someone who responds to students' content requests in a partially student-centred perspective. In comparing the ways individual respondents understood the two roles, this study also implies that teachers appear to compartmentalise their roles as teachers and clinical supervisors respectively.

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“…Si la direction du lien entre représentations et pratiques reste controversé (un changement de représentations est-il un pré-requis pour un changement de pratiques tel que le suggère le modèle de Fishbein, ou une conséquence de celui-ci via « réflexion sur l'action » [35] ? ), il n'en reste pas moins que de nombreux auteurs ont souligné que le changement et le développement de nouvelles méthodes d'enseignement ne peuvent faire l'écono-mie, que ce soit en aval ou en amont, d'une réflexion au niveau des représentations des enseignants relatives à l'apprentissage et à l'enseignement [32,36,37] .…”

Section: Principaux Résultats Et Implications Pour Le Développement Punclassified

« Ils sont carrément incurables » : comment les métaphores des cliniciens enseignants révèlent leur malaise dans la gestion des difficultés de raisonnement clinique de leurs internes

Dory

Audétat

2013

Pédagogie Médicale

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Developing medical teachers’ thinking and practice: impact of a staff development course

Cited by 31 publications

References 28 publications

Complex dynamics in academics' developmental processes in teaching

Complex dynamics in academics' developmental processes in teaching

What does it mean to be a good teacher and clinical supervisor in medical education?

« Ils sont carrément incurables » : comment les métaphores des cliniciens enseignants révèlent leur malaise dans la gestion des difficultés de raisonnement clinique de leurs internes

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