Exploring clinical teachers' beliefs about teaching in a newly established medical school in Southern Switzerland.
Behavioural beliefs
Faculty development
Medical education
Normative beliefs
Self-efficacy
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
22 Mar 2024
22 Mar 2024
Historique:
received:
12
09
2023
accepted:
12
03
2024
medline:
23
3
2024
pubmed:
23
3
2024
entrez:
23
3
2024
Statut:
epublish
Résumé
Academic social contexts and educational beliefs may influence teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of teaching and to guide content of faculty development programs. The aim of this study was to explore beliefs about teaching among prospective clinical teachers at a newly established medical school in Southern Switzerland and to estimate the relationship between these beliefs and intention to commit to teaching in the newly established medical curriculum using Fishbein's integrative model of behaviour prediction. We targeted a purposive sample of physicians working in hospital departments potentially involved in the clinical immersion of medical students enrolled in the program. We designed a cross-sectional quantitative study using an online questionnaire. The questionnaire included both items developed by the authors and items belonging to a previously validated questionnaire. Participants showed a high intention to commit to teaching in the newly established curriculum. We found that self-efficacy beliefs and two sets of behavioural beliefs, namely perceived importance and expectations, had a positive correlation with the intention to commit. On the other hand, we pointed out a number of normative beliefs that in the long run could hinder the maintenance of this commitment, which should be addressed both at the levels of both faculty development and institutional policy rules. Our study also highlights the importance of reinforcing teachers' perceived self-efficacy in providing clinical supervision, strengthening their perceived importance of the clinical supervision, and incentivising the commitment of teachers by ensuring they have protected time to devote to this activity.
Identifiants
pubmed: 38519900
doi: 10.1186/s12909-024-05299-0
pii: 10.1186/s12909-024-05299-0
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
330Informations de copyright
© 2024. The Author(s).
Références
Managing tensions in assessment: moving beyond either–or thinking - Govaerts - 2019 - Medical Education - Wiley Online Library. Accessed January 15, 2023. https://doi.org/10.1111/medu.13656
Passi V, Doug M, Peile E, Thistlethwaite J, Johnson N. Developing medical professionalism in future doctors: a systematic review. Int J Med Educ. 2010;1:19–29. https://doi.org/10.5116/ijme.4bda.ca2a .
doi: 10.5116/ijme.4bda.ca2a
Hodgson CS, Wilkerson L. Faculty Development for Teaching Improvement. In: Steinert Y, editor. Faculty Development in the Health Professions: A Focus on Research and Practice. Springer Netherlands: Innovation and Change in Professional Education; 2014. p. 29–52. https://doi.org/10.1007/978-94-007-7612-8_2 .
doi: 10.1007/978-94-007-7612-8_2
Davies H. Competence-based curricula in the context of Bologna and EU higher education policy. Pharmacy. 2017;5(2):17. https://doi.org/10.3390/pharmacy5020017 .
doi: 10.3390/pharmacy5020017
Prideaux D, Alexander H, Bower A, et al. Clinical teaching: maintaining an educational role for doctors in the new health care environment. Med Educ. 2000;34:820–6. https://doi.org/10.1046/j.1365-2923.2000.00756.x .
doi: 10.1046/j.1365-2923.2000.00756.x
Goldie J, Dowie A, Goldie A, Cotton P, Morrison J. What makes a good clinical student and teacher? An exploratory study. BMC Medical Education. 2015;15(1):40. https://doi.org/10.1186/s12909-015-0314-5 .
doi: 10.1186/s12909-015-0314-5
Ottenhoff- de Jonge MW, van der Hoeven I, Gesundheit N, van der Rijst RM, Kramer AWM. Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework. BMC Medical Education. 2021;21(1):176. https://doi.org/10.1186/s12909-021-02587-x .
doi: 10.1186/s12909-021-02587-x
Norton L, Richardson TE, Hartley J, Newstead S, Mayes J. Teachers’ beliefs and intentions concerning teaching in higher education. High Educ. 2005;50(4):537–71. https://doi.org/10.1007/s10734-004-6363-z .
doi: 10.1007/s10734-004-6363-z
Tulsky JA, Chesney MA, Lo B. How do medical residents discuss resuscitation with patients? J Gen Intern Med. 1995;10(8):436–42. https://doi.org/10.1007/BF02599915 .
doi: 10.1007/BF02599915
Audétat MC, Faguy A, Jacques A, Blais JG, Charlin B. Étude exploratoire des perceptions et pratiques de médecins cliniciens enseignants engagés dans une démarche de diagnostic et de remédiation des lacunes du raisonnement clinique. Pédagogie Médicale. 2011;12(1):7–16. https://doi.org/10.1051/pmed/2011014 .
doi: 10.1051/pmed/2011014
Trigwell K, Prosser M. Changing approaches to teaching: a relational perspective. Stud High Educ. 1996;21(3):275–84. https://doi.org/10.1080/03075079612331381211 .
doi: 10.1080/03075079612331381211
Kember D. A reconceptualisation of the research into university academics’ conceptions of teaching. Learn Instr. 1997;7(3):255–75. https://doi.org/10.1016/S0959-4752(96)00028-X .
doi: 10.1016/S0959-4752(96)00028-X
Kember D, Kwan KP. Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instr Sci. 2000;28(5):469–90. https://doi.org/10.1023/A:1026569608656 .
doi: 10.1023/A:1026569608656
Kember D, Gow L. Orientations to teaching and their effect on the quality of student learning. J High Educ. 1994;65(1):58–74. https://doi.org/10.2307/2943877 .
doi: 10.2307/2943877
Postareff L, Lindblom-Ylänne S. Variation in teachers’ descriptions of teaching: broadening the understanding of teaching in higher education. Learn Instr. 2008;18(2):109–20. https://doi.org/10.1016/j.learninstruc.2007.01.008 .
doi: 10.1016/j.learninstruc.2007.01.008
Samuelowicz K, Bain JD. Conceptions of teaching held by academic teachers. High Educ. 1992;24(1):93–111. https://doi.org/10.1007/BF00138620 .
doi: 10.1007/BF00138620
Samuelowicz K, Bain JD. Revisiting academics’ beliefs about teaching and learning. High Educ. 2001;41(3):299–325. https://doi.org/10.1023/A:1004130031247 .
doi: 10.1023/A:1004130031247
Light G, Calkins S. The experience of faculty 1 development: patterns of variation in conceptions of teaching. Int J Acad Dev. 2008;13(1):27–40. https://doi.org/10.1080/13601440701860227 .
doi: 10.1080/13601440701860227
Fishbein M. An integrative model for behavioral prediction and its application to health promotion. In: Emerging theories in health promotion practice and research, 2nd Ed. Jossey-Bass/Wiley; 2009. p. 215–34.
Dory V, Audétat MC, Rees C. Beliefs, identities and educational practice: a Q methodology study of general practice supervisors. Education for Primary Care. 2015;26(2):66–78. https://doi.org/10.1080/14739879.2015.11494316 .
doi: 10.1080/14739879.2015.11494316
Harris PA, Taylor R, Thielke R, Payne J, Gonzalez N, Conde JG. Research electronic data capture (REDCap)—a metadata-driven methodology and workflow process for providing translational research informatics support. J Biomed Inform. 2009;42(2):377–81. https://doi.org/10.1016/j.jbi.2008.08.010 .
doi: 10.1016/j.jbi.2008.08.010
Harris PA, Taylor R, Minor BL, et al. The REDCap consortium: building an international community of software platform partners. J Biomed Inform. 2019;95:103208. https://doi.org/10.1016/j.jbi.2019.103208 .
doi: 10.1016/j.jbi.2019.103208
Allsop S, McKinley RK, Douglass C, Pope L, Macdougall C. Every doctor an educator? Medical Teacher. 2023;45(6):559–64. https://doi.org/10.1080/0142159X.2022.2158069 .
doi: 10.1080/0142159X.2022.2158069
Seabrook MA. Medical teachers’ concerns about the clinical teaching context. Med Educ. 2003;37(3):213–22. https://doi.org/10.1046/j.1365-2923.2003.01437.x .
doi: 10.1046/j.1365-2923.2003.01437.x
Mulholland M, McNaughten B, Bourke T. ‘I’m a doctor, not a teacher’: the roles and responsibilities of paediatricians in relation to education. Archives of Disease in Childhood - Education and Practice. 2022;107(3):223–6. https://doi.org/10.1136/archdischild-2020-320266 .
doi: 10.1136/archdischild-2020-320266
Skeff KM, Bowen JL, Irby DM. Protecting time for teaching in the ambulatory care setting. Acad Med. 1997;72(8):694–7; discussion 693. https://doi.org/10.1097/00001888-199708000-00014 .
doi: 10.1097/00001888-199708000-00014
Shayne P, Heilpern K, Ander D, Palmer-Smith V. Emory University Department of emergency medicine education committee. Protected clinical teaching time and a bedside clinical evaluation instrument in an emergency medicine training program. Acad Emerg Med. 2002;9(11):1342–9. https://doi.org/10.1197/aemj.9.11.1342 .
doi: 10.1197/aemj.9.11.1342
Irby DM, Wilkerson L. Teaching when time is limited. BMJ. 2008;336(7640):384–7. https://doi.org/10.1136/bmj.39456.727199.AD .
doi: 10.1136/bmj.39456.727199.AD
British Medical Association. Doctors as teachers [report]. London: BMA; 2006. [accessed 2023 June 1]. https://warwick.ac.uk/fac/sci/med/study/ugr/why/life/societies/slime/products/teaching/doctors_as_teachers_bma_sept_06.pdf
Sabel E, Archer J. Early careers working Group at the Academy of medical educators. “Medical education is the ugly duckling of the medical world” and other challenges to medical educators’ identity construction: a qualitative study. Acad Med. 2014;89(11):1474–80. https://doi.org/10.1097/ACM.0000000000000420 .
doi: 10.1097/ACM.0000000000000420
Hu WCY, Thistlethwaite JE, Weller J, Gallego G, Monteith J, McColl GJ. “It was serendipity”: a qualitative study of academic careers in medical education. Med Educ. 2015;49(11):1124–36. https://doi.org/10.1111/medu.12822 .
doi: 10.1111/medu.12822
Bhatnagar K, Srivastava K, Singh A. Is faculty development critical to enhance teaching effectiveness? Ind Psychiatry J. 2010;19(2):138–41. https://doi.org/10.4103/0972-6748.90349 .
doi: 10.4103/0972-6748.90349
Bilal GSY, Chen S. The impact and effectiveness of faculty development program in fostering the faculty’s knowledge, skills, and professional competence: a systematic review and meta-analysis. Saudi. J Biol Sci. 2019;26(4):688–97. https://doi.org/10.1016/j.sjbs.2017.10.024 .
doi: 10.1016/j.sjbs.2017.10.024
Vanek EP, Snyder CW, Hull AL, Hekelman FP. The relationship between teachers’ confidence and use of clinical teaching skills in ambulatory care settings. Teaching and Learning in Medicine. 1996;8(3):137–41. https://doi.org/10.1080/10401339609539783 .
doi: 10.1080/10401339609539783
Vaughan B. Clinical educator self-efficacy, self-evaluation and its relationship with student evaluations of clinical teaching. BMC Medical Education. 2020;20(1):347. https://doi.org/10.1186/s12909-020-02278-z .
doi: 10.1186/s12909-020-02278-z
Turan S, Valcke M, Aper L, Koole S, Derese A. Studying self-efficacy beliefs in medical education. Procedia Soc Behav Sci. 2013;93:1311–4. https://doi.org/10.1016/j.sbspro.2013.10.034 .
doi: 10.1016/j.sbspro.2013.10.034
Abusubhiah M, Walshe N, Creedon R, Noonan B, Hegarty J. Self-efficacy in the context of nursing education and transition to practice as a registered practitioner: a systematic review. Nurs Open. 2023;10(10):6650–67. https://doi.org/10.1002/nop2.1931 .
doi: 10.1002/nop2.1931
Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191–215. https://doi.org/10.1037//0033-295x.84.2.191 .
doi: 10.1037//0033-295x.84.2.191
Artino AR. Academic self-efficacy: from educational theory to instructional practice. Perspect Med Educ. 2012;1(2):76–85. https://doi.org/10.1007/s40037-012-0012-5 .
doi: 10.1007/s40037-012-0012-5
Bourne MJ, Smeltzer SC, Kelly MM. Clinical teacher self-efficacy: a concept analysis. Nurse Educ Pract. 2021;52:103029. https://doi.org/10.1016/j.nepr.2021.103029 .
doi: 10.1016/j.nepr.2021.103029
Phillips AW, Reddy S, Durning SJ. Improving response rates and evaluating nonresponse bias in surveys: AMEE guide no. 102. Med Teach. 2016;38(3):217–28. https://doi.org/10.3109/0142159X.2015.1105945 .
doi: 10.3109/0142159X.2015.1105945
Parekh AD, Bates JE, Amdur RJ. Response rate and nonresponse Bias in oncology survey studies. Am J Clin Oncol. 2020;43(4):229–30. https://doi.org/10.1097/COC.0000000000000665 .
doi: 10.1097/COC.0000000000000665
Osler DT. Flexner, apprenticeship and the new medical education. J R Soc Med. 2005;98(3):91–5.
Bajwa NM, De Grasset J, Audétat MC, et al. Training junior faculty to become clinical teachers: the value of personalized coaching. Medical Teacher. 2020;42(6):663–72. https://doi.org/10.1080/0142159X.2020.1732316 .
doi: 10.1080/0142159X.2020.1732316