131 The maturation of medical educators 5 context7 (see List 5.1). In this model the structural relationships among the categories are perceived as hierarchically inclusive, meaning that category B includes category A, category C includes category B, and category D includes category C, but not vice versa.15 In using the term ‘phenotype’ for the categories, we aim to emphasise that maturing as an educator depends on both individual qualities and environment. List 5.1. Summary of the four educator phenotypes. Educator phenotype Category Awareness of Focus on Critic A Contextual aspects that constrain being an effective educator, e.g. lack of time Practitioner B Educational context The practice of education, i.e. behaviours & competencies Role Model C Educational context; Behaviours & competencies Educational identity Inspirer D Educational context; Behaviours & competencies; Educational identity Personal educational mission In the least inclusive phenotype, labelled the ‘Critic,’ educators focus on adverse contextual aspects. In the next phenotype, the ‘Practitioner,’ educators are aware of the importance of contextual aspects but in addition demonstrate behaviours and competencies of an educator. In the ‘Role model’ phenotype, educators extend their awareness to include their educational identity, whereas in the most inclusive ‘Inspirer’ phenotype, educators demonstrate characteristics present in the other phenotypes and also manifest and share their educational mission. A key difference between the Role model and the Inspirer phenotypes is their focus on the teacher and student, respectively. If educators advance towards a more inclusive phenotype over the 10-year study period, we consider this to be maturation. Our research questions were: 1. To what extent do medical educators mature through a growing awareness of their educational qualities over time? 2. Which factors, as perceived by the medical educators who mature over time, contribute to their maturation?
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