Medical teachers’ identity learning during major curriculum renewal: A landscapes of practice perspective

References

• Annala J, Lindén J, Mäkinen M, Henriksson J. 2021. Understanding academic agency in curriculum change in higher education. Teach Higher Educ. 28(6):1310–1327. doi:10.1080/13562517.2021.1881772.
   Web of Science ®Google Scholar
• ATLAS.ti]. 2022. Scientific Software Development GmbH [ATLAS.ti 22 Windows. https://atlasti.com.
   Google Scholar
• Balmer DF, Rosenblatt S, Boyer D. 2021. Navigating landscapes of practice: a longitudinal qualitative study of physicians in medical education. Med Educ. 55(10):1205–1213. doi:10.1111/medu.14572.
   PubMed Web of Science ®Google Scholar
• Beijaard D, Meijer PC. 2017. Developing the personal and professional in making a teacher identity. In: clandinin, D. J. and Husu, J. (Eds.), The SAGE handbook of research on teacher education (Vol. 1). London, Thousand Oaks, New Delhi, Singapore: Sage; p. 177–192.
   Google Scholar
• Braun V, Clarke V. 2021. Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Couns Psychother Res. 21(1):37–47. doi:10.1002/capr.12360.
   Web of Science ®Google Scholar
• Browne J, Webb K, Bullock A. 2018. Making the leap to medical education: a qualitative study of medical educators’ experiences. Med Educ. 52(2):216–226. doi:10.1111/medu.13470.
   PubMed Web of Science ®Google Scholar
• Centre for Health Professions Education (CHPE). 2023. Exploring the development and application of a responsive curriculum framework for healthcare professionals in South Africa. http://www.sun.ac.za/english/faculty/healthsciences/chpe/Pages/RS-overview.aspx.
   Google Scholar
• Conroy SA, O'Leary-Kelly AM. 2014. Letting go and moving on: work-related identity loss and recovery. AMR. 39(1):67–87. doi:10.5465/amr.2011.0396.
   Google Scholar
• Chreim S, Williams BE, Hinings CR. 2007. Interlevel influences on the reconstruction of professional role identity. AMJ. 50(6):1515–1539. doi:10.5465/amj.2007.28226248.
   Google Scholar
• Denzin, N. K., and Lincoln, Y. S. (Eds.) 2018. The SAGE handbook of qualitative research. 5th Ed. Los Angeles (CA): Sage.
   Google Scholar
• Franz A, Alexander M, Maaz A, Peters H. 2022. A qualitative study applying Bourdieu’s concept of field to uncover social mechanisms underlying major curriculum reform. Med Teach. 44(4):410–417. doi:10.1080/0142159X.2021.1998403.
   PubMed Web of Science ®Google Scholar
• Freire P. 2000. Pedagogy of the oppressed. 30th Anniversary Edition. New York, NY: Continuum.
   Google Scholar
• Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, Fineberg H, Garcia P, Ke Y, Kelley P, et al. 2010. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 376(9756):1923–1958., doi:10.1016/S0140-6736(10)61854-5.
   PubMed Web of Science ®Google Scholar
• Frenk J, Chen LC, Chandran L, Groff EO, King R, Meleis A, Fineberg HV. 2022. Challenges and opportunities for educating health professionals after the COVID-19 pandemic. Lancet. 400(10362):1539–1556. doi:10.1016/S0140-6736(22)02092-X.
   PubMed Web of Science ®Google Scholar
• Geijsel F, Meijers F. 2005. Identity learning: the core process of educational change. Educ Stud. 31(4):419–430. doi:10.1080/03055690500237488.
   Web of Science ®Google Scholar
• Halman M, Baker L, Ng S. 2017. Using critical consciousness to inform health professions education: a literature review. Perspect Med Educ. 6(1):12–20. doi:10.1007/s40037-016-0324-y.
   PubMed Web of Science ®Google Scholar
• Hansen A, Engel-Hills P, Jacobs C, Blitz J, Cooke R, Hess-April L, Leisegang K, Naidoo N, Volschenk M, van Schalkwyk S. 2023. Understandings and practices: towards socially responsive curricula for the health professions. Adv in Health Sci Educ. 28(4):1131–1149. doi:10.1007/s10459-023-10207-0.
   PubMed Web of Science ®Google Scholar
• Harden RM, Lilley P. 2018. The eight roles of the medical teacher: the purpose and function of a teacher in the healthcare professions. London: Elsevier Health Sciences.
   Google Scholar
• Hawick L, Cleland J, Kitto S. 2017. Getting off the carousel: exploring the wicked problem of curriculum reform. Perspect Med Educ. 6(5):337–343. doi:10.1007/s40037-017-0371-z.
   PubMed Web of Science ®Google Scholar
• Hodson N. 2020. Landscapes of practice in medical education. Med Educ. 54(6):504–509. doi:10.1111/medu.14061.
   PubMed Web of Science ®Google Scholar
• Jacobs C, Van Schalkwyk S, Blitz J, Volschenk M. 2020. Advancing a social justice agenda in health professions education. CriSTaL. 8(2):112–131. doi:10.14426/cristal.v8i2.272.
   Google Scholar
• Jacobs C, Van Schalkwyk S. 2022. What knowledge matters in health professions education? Teach Higher Educ. 27(8):1068–1083. doi:10.1080/13562517.2022.2111207.
   Web of Science ®Google Scholar
• Maaz A, Hitzblech T, Arends P, Degel A, Ludwig S, Mossakowski A, Mothes R, Breckwoldt J, Peters H. 2018. Moving a mountain: practical insights into mastering a major curriculum reform at a large European medical university. Med Teach. 40(5):453–460. doi:10.1080/0142159X.2018.1440077.
   PubMed Web of Science ®Google Scholar
• Manca A, Gormley GJ, Johnston JL, Hart ND. 2020. Honoring medicine’s social contract: a scoping review of critical consciousness in medical education. Acad Med. 95(6):958–967. doi:10.1097/ACM.0000000000003059.
   PubMed Web of Science ®Google Scholar
• Steinert Y, O'Sullivan PS, Irby DM., 2019. Strengthening teachers’ professional identities through faculty development. Acad Med. 94(7):963–968. doi:10.1097/ACM.0000000000002695.
   PubMed Web of Science ®Google Scholar
• Trainor A, Richards JB. 2021. Training medical educators to teach: bridging the gap between perception and reality. Isr J Health Policy Res. 10(1):75. doi:10.1186/s13584-021-00509-2.
   PubMed Web of Science ®Google Scholar
• Turner VW. 1967. Betwixt and between: the liminal period in Rites de passage. In: Turner, V., editor. The forest of symbols: aspects of Ndembu ritual. Ithaca, NY: Cornell UP; p. 93–111.
   Google Scholar
• Van Gennep A. 1960. [1909]. The rites of passage (translated by M.B. Vizedom and G.L. Caffee). London: Routledge and Kegan Paul.
   Google Scholar
• Van Lankveld T, Thampy H, Cantillon P, Horsburgh J, Kluijtmans M. 2021. Supporting a teacher identity in health professions education: AMEE Guide No. 132. Med Teach. 43(2):124–136. doi:10.1080/0142159X.2020.1838463.
   PubMed Web of Science ®Google Scholar
• Velthuis F, Varpio L, Helmich E, Dekker H, Jaarsma A. 2018. Navigating the complexities of undergraduate medical curriculum change: change leaders’ perspectives. Acad Med. 93(10):1503–1510. doi:10.1097/ACM.0000000000002165.
   PubMed Web of Science ®Google Scholar
• Velthuis F, Dekker H, Coppoolse R, Helmich E, Jaarsma D. 2021. Educators’ experiences with governance in curriculum change processes; a qualitative study using rich pictures. Adv Health Sci Educ Theory Pract. 26(3):1027–1043. doi:10.1007/s10459-021-10034-1.
   PubMed Web of Science ®Google Scholar
• Venance SL, LaDonna KA, Watling CJ. 2014. Exploring frontline faculty perspectives after a curriculum change. Med Educ. 48(10):998–1007. doi:10.1111/medu.12529.
   PubMed Web of Science ®Google Scholar
• Wenger E. 1998. Communities of practice: learning, meaning, and identity. New York (NY): Cambridge University Press.
   Google Scholar
• Wenger-Trayner E, Wenger-Trayner B. 2015. Learning in a landscape of practice: A framework. In: Wenger-Trayner E, Fenton-O’Creevy M, Hutchison S, Kubiak C, Wenger-Trayner B, editors. Learning in a landscape of practice: boundaries, identity, and knowledgeability in practice-based learning. London (UK): Routledge; p. 27–44.
   Google Scholar
• Ybema S, Beech N, Ellis N. 2011. Transitional and perpetual liminality: An identity practice perspective. Anthropol Southern Africa. 34(1-2):21–29. doi:10.1080/23323256.2011.11500005.
   Web of Science ®Google Scholar