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Abstract
This paper explores the impact of a staff development course on medical teachers’ thinking and practice. Data have been gathered through 19 semi‐structured interviews with participants on the course one year after their participation. The analysis of the data shows that the course seems to have contributed to changes in the participants’ approaches to teaching and learning, as well as their practice. The changes reported range from using new teaching techniques or tools, to fundamentally transformed views on learning and, thereby, on being a teacher. The findings are compared to previous studies in the field, and the strategic function of staff development courses as a means to support educational development is discussed.