Marleen Ottenhoff

120 Chapter 4 REFERENCES 1. McLean M, Gibbs T. Twelve tips to designing and implementing a learner-centred curriculum: Prevention is better than cure. Med Teach. 2010;32(3):225-230. 2. Åkerlind GS. A new dimension to understanding university teaching. Teach High Educ. 2004;9(3):363-375. 3. Taylor DC, Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):e1561-e1572. 4. Ottenhoff-de Jonge MW, van der Hoeven I, Gesundheit N, van der Rijst RM, Kramer AW. Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework. BMC Med Educ. 2021;21(1):176. doi: 10.1186/s12909-021-02587-x 5. Richardson V. The role of attitudes and beliefs in learning to teach. In: Sikula J, ed. Handbook of research on teacher education. MacMillan; 1996:102-119. 6. Pratt DD. Five perspectives on teaching in adult and higher education. Krieger; 1998. 7. Hativa N, Barak R, Simhi E. Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. J High Educ. 2001;72(6):699729. 8. Samuelowicz K, Bain JD. Revisiting Academics’ Beliefs about Teaching and Learning. High Educ. 2001;41(3):299-325. 9. Jacobs JC. Conceptions of learning and teaching in teachers: in student-centred curricula in Medicine. Vrije Universiteit Amsterdam; 2015. 10. Samuelowicz K. Academics’ educational beliefs and teaching practices. Griffith University Queensland; 1999. 11. Jacobs JC, van Luijk SJ, Galindo-Garre F, et al. Five teacher profiles in studentcentred curricula based on their conceptions of learning and teaching. BMC Med Educ. 2014;14:220. doi: 10.1186/1472-6920-14-220 12. Korthagen FAJ. In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teach Teach Educ. 2004;20(1):77-97. 13. Korthagen F. Inconvenient truths about teacher learning: Towards professional development 3.0. Teach Teach. 2017;23(4):387-405. 14. Kember D, Kwan K-P. Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instr Sci. 2000;28(5):469-490. 15. Kane R, Sandretto S, Heath C. Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Rev Educ Res. 2002;72(2):177228. 16. Dory V, Audétat M-C, Rees C. Beliefs, identities and educational practice: a Q methodology study of general practice supervisors. Educ Prim Care. 2015;26(2):66-78. 17. Taylor EW, Tisdell EJ, Gusic ME. Teaching beliefs of medical educators: perspectives on clinical teaching in pediatrics. Med Teach. 2007;29(4):371-376. 18. Browne J, Webb K, Bullock A. Making the leap to medical education: a qualitative study of medical educators’ experiences. Med Educ. 2018;52(2):216-226. 19. Steinert Y, O’Sullivan PS, Irby DM. Strengthening Teachers’ Professional Identities Through Faculty Development. Acad Med. 2019;94(7):963-968. 20. Cantillon P, Dornan T, De Grave W. Becoming a clinical teacher: identity formation in context. Acad Med. 2019;94(10):1610-1618.

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