Abstract
ObjectivesThis study aimed to determine the conceptions of teaching and learning of postgraduate medical teachers.MethodsWe invited postgraduate clinical teachers to fill out COLT (Conceptions on Learning and Teaching) questionnaire, an 18-item instrument designed to measure the conceptions of faculty in undergraduate medical education, and did a confirmatory factor analysis (CFA) to test if it was valid to be used in a postgraduate situation. Cluster analysis was done to determine different teacher profiles. We subsequently did a qualitative study among 12 clinical teachers to further explore issues related to conceptions of teaching. We used a semi-structured interview guide with vignettes summarizing five perspectives of teaching. ResultsFour criteria of goodness of fit indices were met, although six items had to be removed from the original COLT items. Three clusters were identified, and 51% of participants favored a transmission teaching-style perspective. For the qualitative part, three themes were identified. Majority of the teachers preferred apprenticeship and nurturing teaching-style perspective, even if they were educated through a transmission teaching-style perspective. ConclusionsOur study has shown that the COLT, although initially designed for undergraduate medical setting in the Netherlands was a valid tool in a different setting and population, with some modifications. Both the survey and the interview studies showed that the majority of the faculty chose the transmission perspective initially, but when introduced to the other perspectives, preferred apprenticeship and nurturing. The faculty readily embraced other perspectives of teaching that they believe to take into consideration the well-being of the trainees.
Highlights
Any educational system involves interaction between teachers, learners and learning materials.[1]
Four criteria of goodness of fit indices were met, six items had to be removed from the original Conceptions on Learning and Teaching (COLT) items
Our study has shown that the COLT, initially designed for undergraduate medical setting in the Netherlands was a valid tool in a different setting and population, with some modifications
Summary
Any educational system involves interaction between teachers, learners and learning materials.[1]. Pratt has used conceptions and perspectives interchangeably: "A perspective on teaching is an interrelated set of beliefs and intentions that gives direction and justification to our actions. It is a lens through which we view our work as educators. Teachers who were teacher-centered and mainly used transmission-type teaching formats tended to inflict a surface approach to learning by the learners. This and other studies[7,8,9] indicate that conceptions of teaching impact the interaction between the teachers and the learners. In any setting of education, the challenge is to understand how conceptions of teaching can be used positively to reinforce a learning attitude in the students or trainees
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