Ottenhoff-de Jonge Marleen W, van der Hoeven Iris, Gesundheit Neil, van der Rijst Roeland M, Kramer Anneke W M
Department of Public Health and Primary Care, Leiden University Medical Centre, Hippocratespad 21, Zone V7-P, PO Box 9600, 2300 RC, Leiden, The Netherlands.
Department of Medicine, Stanford University School of Medicine, Stanford, CA, USA.
BMC Med Educ. 2021 Mar 21;21(1):176. doi: 10.1186/s12909-021-02587-x.
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'.
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.
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.
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.
医学教育工作者的教育理念会影响他们的教学实践。深入了解这些理念对于医学院校提高其提供给学生的教育质量以及指导教师发展至关重要。高等教育领域的多项研究探讨了教育工作者的教育理念，得出了一些分类，这些分类为多样的理念提供了结构基础。然而，医学教育领域进行的分类研究较少。我们提出了一个框架，该框架描述了教师对教学、学习和知识的信念，且特别适用于医学教育背景。所提出的框架描述了一个矩阵，其中教育信念在两个维度上被组织成信念取向和信念维度。信念取向从以教学为中心到以学习为中心；信念维度代表信念在性质上不同的方面，如“期望的学习成果”和“学生的动机”。
我们对来自两所著名医学院的26名教师进行了深入的半结构化访谈，他们都深度参与教学。我们以萨缪洛维茨和贝恩的原始框架为起点进行针对具体情境的调整。定性分析包括将相关访谈片段与萨缪洛维茨和贝恩的框架联系起来，同时对访谈期间发现的潜在新信念保持开放态度。采用了一系列策略来确保结果的质量。
我们确定了一个新的信念维度，并对其他维度进行了调整或细化以应用于医学教育背景。在原始萨缪洛维茨和贝恩框架中有对应物的信念取向在新框架中得到了更精确的描述。新框架明确了以教学为中心和以学习为中心的信念取向之间的界限。
我们的研究结果证实了原始萨缪洛维茨和贝恩信念框架结构的相关性。然而，需要进行多次调整和细化以使该框架与医学教育背景相契合。经过细化的信念维度和信念取向能够全面描述医学教育工作者的教育信念。通过这些调整，新框架提供了一种当代工具，可用于改善医学教育并可能有助于医学教育工作者的师资发展。
