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Changing conceptions of teaching in medical faculty
Susanna Calkins1, Nadia Johnson, Greg Light
1Northwestern University, Evanston, IL, USA. s-calkins@northwestern.edu
Medical Teacher
|October 26, 2012
Summary
Medical faculty engaged in a year-long development program showed improved teaching conceptions. Most faculty moved beyond basic transmission to a more complex understanding of teaching, fostering student inquiry.
Area of Science:
- Medical Education
- Faculty Development
- Pedagogical Research
Background:
- Medical schools face pressure to integrate formal learning with practical experience.
- Developing critical professional inquiry is essential for medical faculty and students.
Purpose of the Study:
- To assess the impact of a faculty development program on medical educators' conceptions of teaching.
- To evaluate changes in teaching perspectives among 16 faculty members at a Midwestern research university.
Main Methods:
- Utilized semi-structured interviews before and after a year-long program.
- Identified and analyzed participants' conceptions of teaching: transmission, acquisition, and engagement.
Main Results:
- 81% of participating faculty (13 out of 16) demonstrated a more complex understanding of teaching post-program.
- The program facilitated a shift in faculty perspectives on their pedagogical roles.
Conclusions:
- Faculty developers should encourage deeper reflection on teaching, moving beyond transmission/acquisition models.
- Enhanced understanding of teaching is vital for faculty professional development, akin to research and clinical skills.
- Providing opportunities to explore teaching as an evidence-based practice is recommended.
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