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Medical Teacher Volume 34, 2012 - Issue 11
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Research Article

Changing conceptions of teaching in medical faculty

Susanna CalkinsNorthwestern University, USA; SUSANNA CALKINS, PhD, is an associate director at the Searle Center for Teaching Excellence at Northwestern University, and directs the Searle Fellows faculty development program.Correspondence[email protected]
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Nadia JohnsonNorthwestern University, USA; NADIA JOHNSON, MA, MS, is a co-director of the Women's Health Science Program at the Institute for Women's Health Research at Northwestern University and served as a graduate research assistant at the Searle Center.
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Greg LightNorthwestern University, USA; GREG LIGHT, Ph.D, is the Director of the Searle Center for Teaching Excellence and developed the conceptual framework for the Searle Fellows Program.
Pages 902-906 | Published online: 25 Oct 2012

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Marleen W. Ottenhoff-de Jonge, Iris van der Hoeven, Neil Gesundheit, Anneke W. M. Kramer & Roeland M. van der Rijst. (2023) Maturing through awareness: An exploratory study into the development of educational competencies, identity, and mission of medical educators. Medical Teacher 0:0, pages 1-9.
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Marleen W. Ottenhoff-de Jonge, Yvonne Steinert, Iris van der Hoeven, Anneke W. M. Kramer & Roeland M. van der Rijst. (2022) How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators. Medical Teacher 44:12, pages 1354-1361.
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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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Dale L. Taylor & Shirley Booth. (2015) Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change. International Journal of Science Education 37:8, pages 1299-1320.
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Articles from other publishers (10)

Veronika Rozhenkova, Lauren Snow, Brian K. Sato, Stanley M. Lo & Natascha Trellinger Buswell. (2023) Limited or complete? Teaching and learning conceptions and instructional environments fostered by STEM teaching versus research faculty. International Journal of STEM Education 10:1.
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Malou Stoffels, Stephanie M. E. van der Burgt, Terese Stenfors, Hester E. M. Daelmans, Saskia M. Peerdeman & Rashmi A. Kusurkar. (2021) Conceptions of clinical learning among stakeholders involved in undergraduate nursing education: a phenomenographic study. 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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O. E. Osadchii. (2020) Integrated curriculum: a contemporary innovation strategy in medical education. Kuban Scientific Medical Bulletin 27:4, pages 51-61.
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Johanna C. G. Jacobs, Scheltus J. van Luijk, Cees P. M. van der Vleuten, Rashmi A. Kusurkar, Gerda Croiset & Fedde Scheele. (2016) Teachers’ conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics. BMC Medical Education 16:1.
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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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Cynthia C. Gadbury‐Amyot, Pamela R. Overman, Tami Grzesikowski, Felicia Tucker‐Lively, George Weinstein & N. Karl Haden. (2015) ADEA/AAL Institute for Allied Health Educators: Program Evaluation. Journal of Dental Education 79:5, pages 472-483.
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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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Jenny Barrett & Karen Scott. (2014) Pedagogical and professional compromises by medical teachers in hospitals. The Clinical Teacher 11:5, pages 340-344.
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Lisa Campo-Engelstein & Nadia L. Johnson. (2013) Revisiting “The fertilization fairytale:” an analysis of gendered language used to describe fertilization in science textbooks from middle school to medical school. Cultural Studies of Science Education 9:1, pages 201-220.
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