137 The maturation of medical educators 5 Critic Inspirer Rolemodel Practitioner 2018 2008 participants drop out matured stable Figure 5.1. Maturation of medical educators through a growing awareness of their educational qualities over a period of 10 years. Factors contributing to maturation Factors perceived to be instrumental in maturation could be divided into intrapersonal aspects and meaningful experiences. Intrapersonal aspects refer to factors that the participant experiences as part of their ‘inner self,’ such as personal values, characteristics, or competencies. The relevance of the meaningful experiences was not so much the experience itself, but rather the way the participant attributed meaning to the experience. We chose to link the attributed meaning of an experience to the experience itself and to present it as separate from the intrapersonal aspects, consistent with the way the participants themselves presented these factors. The three educators who shifted from the Critic phenotype shared common factors which they perceived as contributing to their transformation. The educators who matured toward a particular phenotype also shared common factors they perceived as contributing to their maturation. Below we describe the maturation of the participants for each phenotype, followed by the factors perceived as instrumental to their maturation (see Table 5.2). Maturation through shifting from focusing on adverse contextual aspects The three educators who initially fell into the Critic phenotype had focused on contextual aspects that constrained them in their teaching. They indicated that it had been important to learn to come to terms with these adverse circumstances in order to shift focus to other aspects of being an educator. We categorised this under intrapersonal aspects. For example, they described how they had dealt with the lack of rewards for teaching tasks.
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