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Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study
BACKGROUND: In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers’ and residents’ educational expectations and belie...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4198618/ https://www.ncbi.nlm.nih.gov/pubmed/25280918 http://dx.doi.org/10.1186/1472-6920-14-211 |
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author | van Roermund, Thea ACM Mokkink, Henk G Bottema, Ben JAM van Weel, Chris Scherpbier, Albert JJA |
author_facet | van Roermund, Thea ACM Mokkink, Henk G Bottema, Ben JAM van Weel, Chris Scherpbier, Albert JJA |
author_sort | van Roermund, Thea ACM |
collection | PubMed |
description | BACKGROUND: In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers’ and residents’ educational expectations and beliefs. Our purpose is to identify success factors and barriers related to aligning expectations and beliefs and building a supportive professional learner-centered educational environment. METHODS: We conducted semi-structured individual interviews with teachers and semi-structured focus groups with residents. A single interview format was used to make it possible to compare the results. Data were analysed using a qualitative software package (AtlasTi). Data analysis steps were followed by the author team, which identified four domains of good teaching: personal traits, knowledge, relationships and teaching qualities. RESULTS: Teachers and residents agreed about the importance of personal professional characteristics like being a role model and having an open and enthusiastic attitude. They all thought that having a specific knowledge base was essential for teaching. Approaching residents as adult learners was found to be an important element of the learner-centred environment and it was agreed that teachers should take practical experiences to a higher level. However, teachers and residents had different expectations about the practical consequences of being a role model, adult learning, coaching and openness, and the type of knowledge that was needed in the professional development program. Communication about different expectations appeared to be difficult. CONCLUSIONS: Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper dialogue regarding issues about expectations and beliefs. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/1472-6920-14-211) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-4198618 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-41986182014-10-17 Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study van Roermund, Thea ACM Mokkink, Henk G Bottema, Ben JAM van Weel, Chris Scherpbier, Albert JJA BMC Med Educ Research Article BACKGROUND: In a professional learner-centered(ness) educational environment, communication and alignment of expectations about teaching are indispensable. Professional education of residents could benefit from an analysis and comparison of teachers’ and residents’ educational expectations and beliefs. Our purpose is to identify success factors and barriers related to aligning expectations and beliefs and building a supportive professional learner-centered educational environment. METHODS: We conducted semi-structured individual interviews with teachers and semi-structured focus groups with residents. A single interview format was used to make it possible to compare the results. Data were analysed using a qualitative software package (AtlasTi). Data analysis steps were followed by the author team, which identified four domains of good teaching: personal traits, knowledge, relationships and teaching qualities. RESULTS: Teachers and residents agreed about the importance of personal professional characteristics like being a role model and having an open and enthusiastic attitude. They all thought that having a specific knowledge base was essential for teaching. Approaching residents as adult learners was found to be an important element of the learner-centred environment and it was agreed that teachers should take practical experiences to a higher level. However, teachers and residents had different expectations about the practical consequences of being a role model, adult learning, coaching and openness, and the type of knowledge that was needed in the professional development program. Communication about different expectations appeared to be difficult. CONCLUSIONS: Teachers and residents agreed on a conceptual level about expectations and beliefs regarding good teaching, but disagreed on an executive level. According to the residents, the disagreement about good teaching was not the biggest barrier to creating alignment and a supportive professional relationship; instead, it was the absence of a proper dialogue regarding issues about expectations and beliefs. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/1472-6920-14-211) contains supplementary material, which is available to authorized users. BioMed Central 2014-10-03 /pmc/articles/PMC4198618/ /pubmed/25280918 http://dx.doi.org/10.1186/1472-6920-14-211 Text en © van Roermund et al.; licensee BioMed Central Ltd. 2014 This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article van Roermund, Thea ACM Mokkink, Henk G Bottema, Ben JAM van Weel, Chris Scherpbier, Albert JJA Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study |
title | Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study |
title_full | Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study |
title_fullStr | Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study |
title_full_unstemmed | Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study |
title_short | Comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study |
title_sort | comparison of expectations and beliefs about good teaching in an academic day release medical education program: a qualitative study |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4198618/ https://www.ncbi.nlm.nih.gov/pubmed/25280918 http://dx.doi.org/10.1186/1472-6920-14-211 |
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