From critic to inspirer: four profiles reveal the belief system and commitment to educational mission of medical academics.

Autor: Ottenhoff-de Jonge MW; Department of Public Health and Primary Care, Leiden University Medical Centre, Hippocratespad 21, Zone V7-P, PO Box 9600, 2300 RC, Leiden, The Netherlands. m.w.ottenhoff@lumc.nl., van der Rijst RM; ICLON Leiden University Graduate School of Teaching, Leiden, The Netherlands., Gesundheit N; Department of Medicine, Stanford University School of Medicine, Stanford, CA, USA., van Staveren LN; Department of Public Health and Primary Care, Leiden University Medical Centre, Hippocratespad 21, Zone V7-P, PO Box 9600, 2300 RC, Leiden, The Netherlands., Assendelft WJJ; Department of Primary and Community Care, University Medical Centre St Radboud, Nijmegen, The Netherlands., Dekker FW; Centre for Innovation in Medical Education & Department of Clinical Epidemiology, Leiden University Medical Centre, Leiden, The Netherlands., Scherpbier AJJA; Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands., Kramer AWM; Department of Public Health and Primary Care, Leiden University Medical Centre, Hippocratespad 21, Zone V7-P, PO Box 9600, 2300 RC, Leiden, The Netherlands.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2019 Jul 18; Vol. 19 (1), pp. 268. Date of Electronic Publication: 2019 Jul 18.
DOI: 10.1186/s12909-019-1665-0
Abstrakt: Background: The educational beliefs of medical academics influence how they act in class and thus influence student learning. One component of these are beliefs academics hold about the qualities of teachers themselves. These teacher qualities range from behaviours and competencies to more personal attributes such as the teacher's identity and mission. However, it is unclear what medical academics believe to be key teacher qualities. Therefore, this study explored the variety of medical academics' beliefs about 'teacher qualities', aiming to identify and characterise profiles of academics with similar beliefs.
Methods: We interviewed 26 expert academics from two medical schools to explore their beliefs about teacher qualities. A concentric onion-model focusing on teacher qualities was used to analyse and categorise the data deductively. Within each theme we developed subthemes inductively. To gain insight into the variety of beliefs we then clustered the participants into teacher profiles according to the themes. To better understand each of the profiles we carried out a quantitative study of the differences between profiles regarding subthemes, contextual and personal factors, and analysed statistical significance using Fisher's exact- and Student's t-tests for categorical and continuous data, respectively.
Results: Four profiles of medical academics were identified, corresponding to the most central theme that each participant had reflected on: the 'Inspirer', 'Role-model', 'Practitioner', and 'Critic'. The focus of the profiles varied from external constraining factors within the 'Critic' profile to affective personal qualities within the 'Role-model' and 'Inspirer' profiles. The profiles could be regarded as hierarchically ordered by inclusiveness. Educational institute was the only significant factor related to the profiles.
Conclusions: Besides the relevance of affective teacher qualities, the 'Inspirer' profile demonstrates the importance of developing a clear mission as a teaching academic, centred around student learning and professional development. In our view, academics who inspire their students continue to be inspired themselves. The practical implications are described for faculty development programmes, and for the potential value of using these profiles within medical schools. In the discourse on educational beliefs, the authors argue that more attention should be paid to affective qualities, in particular to explicating the educational mission of academics.
Databáze: MEDLINE
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