Navigating Without a Map: Unpacking Pedagogical Viewpoints of Health Sciences Educators Without Educational Training

Area of Science:

• Medical Education
• Health Professions Education
• Pedagogy

Background:

• Competent health sciences educators (HSEs) require integrated disciplinary and pedagogical knowledge.
• Many HSEs lack formal educational training, impacting teaching approaches.
• This study investigates the perceptions of HSEs without formal training on teaching methods and roles.

Purpose of the Study:

• To examine the perceptions of HSEs without formal pedagogical training.
• To understand their views on teaching and learning methods.
• To explore their conceptualizations of their own and their students' roles.

Main Methods:

• Qualitative phenomenological case study.
• Nine HSEs from medical education, nursing, and podiatry participated.
• Inductive analysis of observed teaching practices and discussions.

Main Results:

• Participants valued varied methods but favored lectures with passive students.
• HSEs emphasized sharing experience and role-modeling over content delivery.
• Responsibility for student motivation and learning was perceived as limited and grade-focused.

Conclusions:

• HSEs without training may hold superficially aligned views but lack pedagogical depth.
• Teacher-centeredness, externalization of difficulties, and inconsistencies were noted.
• Formal educational development programs are crucial for HSEs' reflective practice and growth.