Medical teachers' professional development – perceived barriers and opportunities

Stenfors, Terese; Weurlander, Maria; Dahlgren, Lars Owe; Hult, Håkan

doi:10.1080/13562517.2010.493352

Cited by 40 publications

(45 citation statements)

References 129 publications

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“…9,16 The communities that have grown from MERC at CORD projects appear to be providing their members with the ongoing resources necessary to overcome several of the barriers that individuals developing a career in education research have identified. 6,[9][10][11][12][13][14] Specifically, these communities offer members expertise, mentorship, and supportive networks. Further, we have gathered, through conversation with alumni, that MERC participants feel their communities have supported them professionally beyond expanding their education scholarship knowledge and skills to providing avenues that have led to promotions and new leadership roles.…”

Section: Discussionmentioning

confidence: 99%

“…A growing body of evidence indicates that these concerns are common in the medical education research community. 6,[10][11][12][13][14] A number of avenues are available to the clinician-educator who would like to improve his or her education research knowledge and skills; these include the traditional unstructured apprenticeship, education fellowships, and advanced degrees in education (e.g., MHPE, PhD). The Council of Emergency Medicine Residency Directors (CORD) is an academic community that serves the mission of EM educators in the United States through program support and faculty development.…”

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confidence: 99%

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A Novel Specialty-Specific, Collaborative Faculty Development Opportunity in Education Research

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Section: Discussionmentioning

confidence: 99%

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A Novel Specialty-Specific, Collaborative Faculty Development Opportunity in Education Research

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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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“…A supportive departmental and academic environment is one of the most important success factors for academic development (Ginns et al, 2007). In contrast, a non-supportive departmental context, a lack of knowledge by colleagues or resistance to change can prevent implementation of newly obtained knowledge and skills (Stenfors-Hayes, Weurlander, Dahlgren, & Hult, 2010). These findings point towards the importance of the community around academics for developing teaching.…”

Section: Literature Contextmentioning

confidence: 99%

Recommendations to university managers for facilitating engagement of academics with teaching

Heinrich

2013

Journal of Higher Education Policy and Management

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Research on community-based approaches to academic development has shown the importance of a collegial and supportive environment for teaching and learning about teaching. To investigate the environment in which academics work and teach, the research behind this article has defined a new concept, called 'teaching groups'. Teaching groups are based on membership by default, derived from the positions academics hold in their institutions and on their teaching obligations, in distinction to the voluntary participation emphasised in community-based approaches. The research shows that about 40 per cent of teaching groups identified show community-like characteristics and are seen as being highly supportive of engagement with learning about teaching, with the remainder of the teaching groups providing less than ideal environments. The goal of the research is to build on the teaching group concept to improve these less than ideal environments. The article presented here focuses on findings on motivation of academics and on their views of leadership for teaching. Recommendations are made to university managers to provide stronger leadership for teaching, by officially identifying teaching groups and by using teaching groups as mechanisms for providing academics with a supportive and collegial environment, conducive of engagement with learning about teaching.

show abstract

Medical teachers' professional development – perceived barriers and opportunities

Cited by 40 publications

References 129 publications

A Novel Specialty-Specific, Collaborative Faculty Development Opportunity in Education Research

A Novel Specialty-Specific, Collaborative Faculty Development Opportunity in Education Research

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

Recommendations to university managers for facilitating engagement of academics with teaching

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