Advanced search
Publication Cover
Medical Teacher Volume 34, 2012 - Issue 3
Submit an article Journal homepage
5,035
Views
53
CrossRef citations to date
0
Altmetric
Research Article

Who am I? Key influences on the formation of academic identity within a faculty development program

Susan LieffUniversity of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada;University of Toronto, Toronto, Ontario, Canada; SUSAN LIEFF, MD, MEd, MMan, is the Director of Academic Leadership Development at the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital. She is also a Professor in the Department of Psychiatry.Correspondence[email protected]
,
Lindsay BakerUniversity of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada; LINDSAY BAKER, MEd, is an Education Research Associate at the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital.
,
Brenda MoriUniversity of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada;University of Toronto, Toronto, Ontario, Canada; BRENDA MORI, BScPT, MSc, is the Director of Clinical Education and Community Affairs at the Department of Physical Therapy at the University of Toronto and leads the clinical education curriculum for the entry level MScPT degree program. She is also the Director of the Education Scholars Program in the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital.
,
Eileen Egan-LeeUniversity of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital, Toronto, Ontario, Canada; EILEEN EGAN-LEE, MEd, is an Education Research Associate at the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hospital.
,
Kevin ChinMcGill University, Montreal, Quebec, Canada; KEVIN CHIN, PhD, was a Medical Council of Canada postdoctoral fellow with the Centre for Medical Education in the Faculty of Medicine at McGill University. He is currently Knowledge and Evaluation Officer with the J.W. McConnell Family Foundation.
&
Scott ReevesUniversity of California, San Francisco, California, USA; Dr SCOTT REEVES, PhD, MSc, PGCE, is Director at the Center for Innovation in Interprofessional Healthcare Education, University of California and Editor-in-Chief of the Journal of Interprofessional Care. He is the former Director of Research at the Centre for Faculty Development, Faculty of Medicine, University of Toronto in the Li Ka Shing International Healthcare Education Centre at St. Michael's Hosptial and a former scientist at the Li Ka Shing Knowledge Institute and Wilson Centre for Research In Education.
Pages e208-e215 | Published online: 25 Feb 2012

References

  • Arreola RA, Theall M, Aleamoni LM, Mullinix B. The meta-professional project [Internet]. Center for Educational Development and Assessment., Los Angeles, CA 2009, [Published 2010 January 15]. Available from: http://www.cedanet.com/meta/#metaprofessionconcept
  • Coldron J, Smith R. Active location in teachers’ construction of their professional identities. J Curr Stud 1999; 31(6)711–726
  • Flores MA, Day C. Contexts which shape and reshape new teachers' identities: A multi-perspective study. Teach Teach Educ 2006; 22: 219–232
  • Gee JP. Identity as an analytic lens for research in education. Rev Res Educ 2001; 25(1)99–125
  • Glaser BG, Strauss AL. 1967. The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine Publishing Company.
  • Ibarra H. Provisional selves: Experimenting with image and identity in professional adaptation. Admin Sci Quart 1999; 44(4)764–791
  • Krueger RA, Casey MA. Focus groups: A practical guide for applied research, 3rd. Sage Publications, Thousand Oaks, CA 2000
  • Lieff S. Evolving curriculum design: A novel framework for continuous, timely, and relevant curriculum adaptation in faculty development. Acad Med 2009; 84: 127–134
  • Lincoln YS, Guba EG. Naturalistic inquiry. Sage Publications, Newbury Park, CA 1985
  • Lown BA, Newman LR, Hatem CJ. The personal and professional impact of a fellowship in medical education. Acad Med 2009; 84(8)1089–1097
  • Luehmann AL. Identity development as a lens to science teacher preparation. Sci Educ 2007; 91(5)822–839
  • Marks M. Academic careers in medical education: Perceptions of the effects of a faculty development program. Acad Med 1999; 74(Suppl. 10)S72–S74
  • Mishler GE. Craftartists’ narratives of identity. President and Fellows of Harvard College, United States of America. Harvard University Press, Cambridge, MA 1999
  • Monrouxe L. Identity, identification and medical education. Med Educ 2010; 44: 40–49
  • Skeff KM, Stratos GA, Bergen MR, Albright CL, Berman J, Sox HC, Farquhar JW. The Stanford Faculty Development Program for Medical Teachers: A dissemination approach to faculty development for medical teachers. Teach Learn Med 1992; 4: 180–187
  • Simpson D, Bragg D, Biernat K, Treat R. Outcomes results from the evaluation of the APA/HRSA Faculty Scholars Program. Ambul Pediatr 2004; 4(1)103–112
  • Steinert Y, Mcleod PJ. From novice to informed educator: The teaching scholars programs for educators in the health sciences. Acad Med 2006; 81(11)969–974
  • Stone S, Ellers B, Holmes D, Orgren R, Qualters D, Thompson J. Identifying oneself as a teacher: The perceptions of preceptors. Med Educ 2002; 36: 180–185
  • Stuart C, Thurlow D. Making it their own: Preservice teachers’ experiences, beliefs and classroom practices. J Teach Educ 2000; 51(2)113–121
  • Taylor EW, Tisdell EJ, Gusic ME. Teaching beliefs of medical educators: Perspectives on clinical teaching in pediatrics. Med Teach 2007; 29: 371–376
  • Tipping J, Tiberius R. Twelve principles of effective teaching and learning for which there is substantial empirical support [Internet]. University of Toronto., Toronto, Ontario, Canada 1990, [Published 2010 January 15]. Available from: http://www.utoronto.ca/ota/resources/teachingissues/twelveprinciples.html
  • Wenger E. Communities of practice – learning, meaning, and identity. Cambridge University Press, New York 1998
  • Wenger E. Communities of practice and social learning systems. Organization 2000; 7(2)225–246
  • Yin R. Case study research: Design and methods, 4th. Sage Publications, Thousand Oaks, CA 2009

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.