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

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.Teaching and Teacher Learning (ICLON

Maturing through awareness: an exploratory study into the development of educational competencies, identity, and mission of medical educators

PurposeFaculty development in learning-centred medical education aims to help faculty mature into facilitators of student learning, but it is often ineffective. It is unclear how to support educators’ maturation sustainably. We explored how and why medical educators working in learning-centred education, more commonly referred to as student-centred education, mature over time.MethodsWe performed a qualitative follow-up study and interviewed 21 senior physician-educators at two times, ten years apart. A hierarchical model, distinguishing four educator phenotypes, was employed to deductively examine educators’ awareness of the workplace context, their educational competencies, identity, and ‘mission,’ i.e. their source of personal inspiration. Those educators who grew in awareness, as measured by advancing in educator phenotype, were re-interviewed to inductively explore factors they perceived to have guided their maturation.ResultsA minority of the medical educators grew in awareness of their educational qualities over the 10-year study period. Regression in awareness did not occur. Maturation as an educator was perceived to be linked to maturation as a physician and to engaging in primarily informal learning opportunities.ConclusionsMaturation of medical educators can take place, but is not guaranteed, and appears to proceed through a growth in awareness of, successively, educational competencies, identity, and mission. At all stages, maturation is motivated by the task, identity, and mission as a physician.Public Health and primary carePrevention, Population and Disease management (PrePoD

Wochenbericht zur hitzebedingten Mortalität KW 34

Hitzeperioden führen in Deutschland regelmäßig zu einem Anstieg der Mortalität. Um über die aktuelle Lage in Deutschland zu informieren, wird dieser Bericht während des Sommers 2024 (Juni-September) wöchentlich aktualisiert. Der aktuelle Bericht umfasst Schätzungen der hitzebedingten Sterbefälle im Zeitraum der Kalenderwochen (KW) 15 bis 34/2024

Wochenbericht zur hitzebedingten Mortalität KW 31

Hitzeperioden führen in Deutschland regelmäßig zu einem Anstieg der Mortalität. Um über die aktuelle Lage in Deutschland zu informieren, wird dieser Bericht während des Sommers 2024 (Juni-September) wöchentlich aktualisiert. Der aktuelle Bericht umfasst Schätzungen der hitzebedingten Sterbefälle im Zeitraum der Kalenderwochen (KW) 15 bis 31/2024

Wochenbericht zur hitzebedingten Mortalität KW 29

Hitzeperioden führen in Deutschland regelmäßig zu einem Anstieg der Mortalität. Um über die aktuelle Lage in Deutschland zu informieren, wird dieser Bericht während des Sommers 2024 (Juni-September) wöchentlich aktualisiert. Der aktuelle Bericht umfasst Schätzungen der hitzebedingten Sterbefälle im Zeitraum der Kalenderwochen (KW) 15 bis 29/2024

Wochenbericht zur hitzebedingten Mortalität KW 32

Hitzeperioden führen in Deutschland regelmäßig zu einem Anstieg der Mortalität. Um über die aktuelle Lage in Deutschland zu informieren, wird dieser Bericht während des Sommers 2024 (Juni-September) wöchentlich aktualisiert. Der aktuelle Bericht umfasst Schätzungen der hitzebedingten Sterbefälle im Zeitraum der Kalenderwochen (KW) 15 bis 32/2024

Wochenbericht zur hitzebedingten Mortalität KW 33

Hitzeperioden führen in Deutschland regelmäßig zu einem Anstieg der Mortalität. Um über die aktuelle Lage in Deutschland zu informieren, wird dieser Bericht während des Sommers 2024 (Juni-September) wöchentlich aktualisiert. Der aktuelle Bericht umfasst Schätzungen der hitzebedingten Sterbefälle im Zeitraum der Kalenderwochen (KW) 15 bis 33/2024