Publication
Title
Teaching conceptions and approaches to teaching of medical school faculty : the difference between how medical school teachers **think** about teaching and how they say that they **do** teach
Author
Abstract
Background  It is often assumed that the way teachers approach their teaching is determined by the way they think about learning. This study explores how teachers of an undergraduate medical programme (UMP) think about learning, how they approach teaching and whether their conceptions of learning relate to their teaching approaches. Methods  Quantitative data of academic teachers involved in the undergraduate programme in medicine were collected and analysed. We used a questionnaire designed to measure teachers'' conceptions of their own learning (COL) and of student learning as well as teachers'' approaches to teaching (AT). Results  Teachers of the medical undergraduate programme hold a variety of COL, of how students learn and their AT. No significant correlations were found between teachers'' conceptions of learning and their AT. Conclusions  Although UMP teachers'' ideas on learning and teaching are very diverse, some of their conceptions are interrelated. Teachers'' ideas on their own learning is sometimes -- but not always -- related to how they think about student learning. But most importantly, the way UMP teachers think about learning is not automatically converted into the way they approach teaching.
Language
English
Source (journal)
Medical teacher. - Cambridge, Mass., 1972, currens
Publication
Cambridge, Mass. : 2011
ISSN
0142-159X [print]
1466-187X [online]
Volume/pages
33:7(2011), p. e382-e387
ISI
000291946700006
Full text (Publisher's DOI)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 29.06.2011
Last edited 15.07.2017
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