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Related Experiment Video

Updated: Jul 14, 2026

A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting

A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting

Published on: January 12, 2018

"Coming about!"--a faculty workshop on teaching beliefs.

Robert J Bulik¹, Gurjeet S Shokar

¹Office of Educational Development, University of Texas Medical Branch, Galveston, TX 77555-1123, USA. rjbulik@utmb.edu

Teaching and Learning in Medicine

|June 15, 2007

Summary

Reflecting on teaching beliefs helps faculty in academic health centers enhance their educational roles. A structured workshop provides a valuable method for this critical self-examination.

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Last Updated: Jul 14, 2026

A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting

A Novel Method for Involving Women of Color at High Risk for Preterm Birth in Research Priority Setting

Published on: January 12, 2018

Area of Science:

Medical Education
Faculty Development

Background:

Faculty roles in academic health centers are evolving.
Examining personal teaching beliefs and values is crucial for educators.
Self-reflection can improve faculty performance and role perception.

Purpose of the Study:

To describe a structured workshop designed to facilitate reflection on teaching beliefs.
To provide faculty with a method for developing a teaching philosophy and personal metaphor.

Main Methods:

A 2-hour workshop combining individual reflection, small group dialogue, and large group discussion.
The workshop has been implemented multiple times with diverse faculty groups.
Qualitative and quantitative evaluation measures were used.

Main Results:

The workshop has been successfully delivered to campus faculty and community preceptors.
Evaluation data indicate the workshop's value in fostering self-reflection.
Participants produced initial drafts of teaching philosophies and personal teaching metaphors.

Conclusions:

Structured opportunities for reflection on medical education are essential for faculty.
This workshop effectively challenges faculty to re-examine their personal values and teaching approaches.
Supporting faculty in developing their teaching philosophies enhances their role as educators.