Teaching beliefs of medical educators: Perspectives on clinical teaching in pediatrics

Edward W. Taylor, Elizabeth J. Tisdell, Maryellen E. Gusic

Research output: Contribution to journalArticle

28 Citations (Scopus)

Abstract

Background: Most who teach in clinical settings see themselves primarily as clinicians or physicians responsible for patient care and only secondarily as educators. The education literature suggests that teaching predominantly operates at a tacit level, where teachers rely on core beliefs to guide their practice, and actually spend little time in reflective practice. Given the lack of research on how medical educators in clinical settings view their teaching, the purpose of this qualitative study was to explore the teaching beliefs of faculty in a pediatrics department in a college of medicine. Methods: Using a Teaching Perspectives Inventory, observations and in-depth interviews, a complex picture was revealed about teaching beliefs of medical educators. Results: Due to contextual constraints ofthe clinical setting (e.g., time, competing stakeholders) that requires primary attention to patient care, they describe 'teaching on the fly'. There is a strong emphasis on: Delivering content; encouraging thinking among students; providing questioning and engaging learning experiences; and respecting students as learners. Conclusions: The implications of these beliefs are significant and indicate that faculty can benefit from opportunities that make their beliefs about teaching more conscious, particularly in determining how best to prepare future physicians to teach in clinical settings.

Original languageEnglish (US)
Pages (from-to)371-376
Number of pages6
JournalMedical teacher
Volume29
Issue number4
DOIs
StatePublished - May 1 2007

Fingerprint

Teaching
educator
Pediatrics
patient care
Patient Care
physician
Students
Physicians
Diptera
Biomedical Research
student
stakeholder
Medicine
Learning
medicine
Interviews
Education
Equipment and Supplies
lack
teacher

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Taylor, Edward W. ; Tisdell, Elizabeth J. ; Gusic, Maryellen E. / Teaching beliefs of medical educators : Perspectives on clinical teaching in pediatrics. In: Medical teacher. 2007 ; Vol. 29, No. 4. pp. 371-376.
@article{dfdab135a2b143c6a0788478d9ad153d,
title = "Teaching beliefs of medical educators: Perspectives on clinical teaching in pediatrics",
abstract = "Background: Most who teach in clinical settings see themselves primarily as clinicians or physicians responsible for patient care and only secondarily as educators. The education literature suggests that teaching predominantly operates at a tacit level, where teachers rely on core beliefs to guide their practice, and actually spend little time in reflective practice. Given the lack of research on how medical educators in clinical settings view their teaching, the purpose of this qualitative study was to explore the teaching beliefs of faculty in a pediatrics department in a college of medicine. Methods: Using a Teaching Perspectives Inventory, observations and in-depth interviews, a complex picture was revealed about teaching beliefs of medical educators. Results: Due to contextual constraints ofthe clinical setting (e.g., time, competing stakeholders) that requires primary attention to patient care, they describe 'teaching on the fly'. There is a strong emphasis on: Delivering content; encouraging thinking among students; providing questioning and engaging learning experiences; and respecting students as learners. Conclusions: The implications of these beliefs are significant and indicate that faculty can benefit from opportunities that make their beliefs about teaching more conscious, particularly in determining how best to prepare future physicians to teach in clinical settings.",
author = "Taylor, {Edward W.} and Tisdell, {Elizabeth J.} and Gusic, {Maryellen E.}",
year = "2007",
month = "5",
day = "1",
doi = "10.1080/01421590701510553",
language = "English (US)",
volume = "29",
pages = "371--376",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Informa Healthcare",
number = "4",

}

Teaching beliefs of medical educators : Perspectives on clinical teaching in pediatrics. / Taylor, Edward W.; Tisdell, Elizabeth J.; Gusic, Maryellen E.

In: Medical teacher, Vol. 29, No. 4, 01.05.2007, p. 371-376.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Teaching beliefs of medical educators

T2 - Perspectives on clinical teaching in pediatrics

AU - Taylor, Edward W.

AU - Tisdell, Elizabeth J.

AU - Gusic, Maryellen E.

PY - 2007/5/1

Y1 - 2007/5/1

N2 - Background: Most who teach in clinical settings see themselves primarily as clinicians or physicians responsible for patient care and only secondarily as educators. The education literature suggests that teaching predominantly operates at a tacit level, where teachers rely on core beliefs to guide their practice, and actually spend little time in reflective practice. Given the lack of research on how medical educators in clinical settings view their teaching, the purpose of this qualitative study was to explore the teaching beliefs of faculty in a pediatrics department in a college of medicine. Methods: Using a Teaching Perspectives Inventory, observations and in-depth interviews, a complex picture was revealed about teaching beliefs of medical educators. Results: Due to contextual constraints ofthe clinical setting (e.g., time, competing stakeholders) that requires primary attention to patient care, they describe 'teaching on the fly'. There is a strong emphasis on: Delivering content; encouraging thinking among students; providing questioning and engaging learning experiences; and respecting students as learners. Conclusions: The implications of these beliefs are significant and indicate that faculty can benefit from opportunities that make their beliefs about teaching more conscious, particularly in determining how best to prepare future physicians to teach in clinical settings.

AB - Background: Most who teach in clinical settings see themselves primarily as clinicians or physicians responsible for patient care and only secondarily as educators. The education literature suggests that teaching predominantly operates at a tacit level, where teachers rely on core beliefs to guide their practice, and actually spend little time in reflective practice. Given the lack of research on how medical educators in clinical settings view their teaching, the purpose of this qualitative study was to explore the teaching beliefs of faculty in a pediatrics department in a college of medicine. Methods: Using a Teaching Perspectives Inventory, observations and in-depth interviews, a complex picture was revealed about teaching beliefs of medical educators. Results: Due to contextual constraints ofthe clinical setting (e.g., time, competing stakeholders) that requires primary attention to patient care, they describe 'teaching on the fly'. There is a strong emphasis on: Delivering content; encouraging thinking among students; providing questioning and engaging learning experiences; and respecting students as learners. Conclusions: The implications of these beliefs are significant and indicate that faculty can benefit from opportunities that make their beliefs about teaching more conscious, particularly in determining how best to prepare future physicians to teach in clinical settings.

UR - http://www.scopus.com/inward/record.url?scp=34548585354&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=34548585354&partnerID=8YFLogxK

U2 - 10.1080/01421590701510553

DO - 10.1080/01421590701510553

M3 - Article

C2 - 17786753

AN - SCOPUS:34548585354

VL - 29

SP - 371

EP - 376

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 4

ER -