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Original

See one, do one, teach one––exploring the core teaching beliefs of medical school faculty

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Pages 418-424 | Published online: 03 Jul 2009

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Read on this site (6)

Johanna C.G. Jacobs, Arno M.M. Muijtjens, Scheltus J. Van Luijk, Cees P.M. Van Der Vleuten, Gerda Croiset & Fedde Scheele. (2015) Impact of institute and person variables on teachers’ conceptions of learning and teaching. Medical Teacher 37:8, pages 738-746.
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Susanna Calkins, Nadia Johnson & Greg Light. (2012) Changing conceptions of teaching in medical faculty. Medical Teacher 34:11, pages 902-906.
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Johanna C. G. Jacobs, Scheltus J. Van Luijk, Henk Van Berkel, Cees P. M. Van der Vleuten, Gerda Croiset & Fedde Scheele. (2012) Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education. Medical Teacher 34:7, pages e483-e491.
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G. Peeraer, V. Donche, B.Y. De Winter, A.M.M. Muijtjens, R. Remmen, P. Van Petegem, L. Bossaert & A.J.J.A. Scherpbier. (2011) Teaching conceptions and approaches to teaching of medical school faculty: The difference between how medical school teachersthinkabout teaching and how they say that theydoteach. Medical Teacher 33:7, pages e382-e387.
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Patricia Régo, Ray Peterson, Leonie Callaway, Michael Ward, Carol O’Brien & Ken Donald. (2009) Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction. Medical Teacher 31:12, pages e586-e595.
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Articles from other publishers (21)

Marleen W. Ottenhoff- de Jonge, Iris van der Hoeven, Neil Gesundheit, Roeland M. van der Rijst & Anneke W. M. Kramer. (2021) Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework. BMC Medical Education 21:1.
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Jaime L. Pacifico, Walther van Mook, Jeroen Donkers, Johanna C. G. Jacobs, Cees van der Vleuten & Sylvia Heeneman. (2021) Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting. BMC Medical Education 21:1.
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James H. Kryklywy, Victoria A. Roach & Rebecca M. Todd. (2021) Assessing the efficacy of tablet-based simulations for learning pseudo-surgical instrumentation. PLOS ONE 16:1, pages e0245330.
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Suhaila Sanip. (2020) Research Methodological Challenges and Recommendations for Conducting a Comparative Qualitative Longitudinal Study Across Two Countries on Different Continents. International Journal of Qualitative Methods 19, pages 160940692091749.
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Xuan Anh Nguyen, Damir Ljuhar, Maurizio Pacilli, Ramesh Mark Nataraja & Sunita Chauhan. (2019) Surgical skill levels: Classification and analysis using deep neural network model and motion signals. Computer Methods and Programs in Biomedicine 177, pages 1-8.
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Sarah K Dotters-Katz. (2018) Medical education: how are we doing?. Medical Education 52:1, pages 5-7.
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Alan Liu, Eric Acosta, Jamie Cope, Valerie Henry, Fernando Reyes, Joseph Bradascio & Wesley Meek. 2018. Augmented Cognition: Users and Contexts. Augmented Cognition: Users and Contexts 293 304 .
HsingChi von Bergmann, Judith Walker, Kirsten R. Dalrymple & Charles F. Shuler. (2017) Dental Faculty Members’ Pedagogic Beliefs and Curriculum Aims in Problem-Based Learning: An Exploratory Study. Journal of Dental Education 81:8, pages 937-947.
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Sarah Dotters-Katz, Charles W Hargett, Aimee K Zaas & Lisa G Criscione-Schreiber. (2016) What motivates residents to teach? The Attitudes in Clinical Teaching study . Medical Education 50:7, pages 768-777.
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Farah Jetha, Geertje Boschma & Marion Clauson. (2016) Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment. International Journal of Nursing Education Scholarship 13:1, pages 1-10.
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Pia Strand, Gudrun Edgren, Petter Borna, Stefan Lindgren, Gitte Wichmann-Hansen & Renée E. Stalmeijer. (2014) Conceptions of how a learning or teaching curriculum, workplace culture and agency of individuals shape medical student learning and supervisory practices in the clinical workplace. Advances in Health Sciences Education 20:2, pages 531-557.
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Johanna CG Jacobs, Scheltus J van Luijk, Francisca Galindo-Garre, Arno MM Muijtjens, Cees PM van der Vleuten, Gerda Croiset & Fedde Scheele. (2014) Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching. BMC Medical Education 14:1.
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Kevin C. McMains & Jennifer Peel. (2014) Dedicated training in adult education among otolaryngology faculty. The Laryngoscope 124:12, pages 2693-2695.
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Yvonne Steinert. 2014. Faculty Development in the Health Professions. Faculty Development in the Health Professions 421 442 .
Jaehyun Park. (2012) Medical Students’ General Beliefs about Their Learning. Korean Medical Education Review 14:2, pages 64-68.
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Thea CM van Roermund, Fred Tromp, Albert JJA Scherpbier, Ben JAM Bottema & Herman J Bueving. (2011) Teachers' ideas versus experts' descriptions of 'the good teacher' in postgraduate medical education: implications for implementation. A qualitative study. BMC Medical Education 11:1.
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Saundra E Curry, Clarissa I Cortland & Mark J Graham. (2011) Role-modelling in the operating room: medical student observations of exemplary behaviour. Medical Education 45:9, pages 946-957.
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Terese Stenfors-Hayes, Håkan Hult & Lars Owe Dahlgren. (2010) What does it mean to be a good teacher and clinical supervisor in medical education?. Advances in Health Sciences Education 16:2, pages 197-210.
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Shiphra Ginsburg, Jodi McIlroy, Olga Oulanova, Kevin Eva & Glenn Regehr. (2010) Toward Authentic Clinical Evaluation: Pitfalls in the Pursuit of Competency. Academic Medicine 85:5, pages 780-786.
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Heather Fry. (2009) Equipping surgeons as educators*. ANZ Journal of Surgery 79:3, pages 186-191.
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Melissa D. Thompson & Russell L. Carson. (2008) Four Steps for Discovering the Beliefs Behind Your Clinical Education Practices. Athletic Therapy Today 13:5, pages 6-9.
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