139 The maturation of medical educators 5 Table 5.2. Summary of factors perceived as contributing to educator maturation by phenotype. Phenotype shifting from (case number) Factors perceived as contributing to maturation Intrapersonal aspects Meaningful experiences Critic (S03, S12, L02) Learning to accept adverse professional or private circumstances Positive change in professional or private domains Phenotype maturating to (case number) Practitioner (S03) Becoming more effective in teaching Tasks and activities leading to growth in competencies Role model (S12, L02, L09) A willingness to keep growing, both personally and as teacher Being reflective: reflective on the ‘self’ and on the teacher role Maturing relevant character traits Tasks, activities and initiatives leading to (self-) reflection and increased self-awareness Inspirer (S01, L04) Changing focus from self to other Growing in awareness of the importance of societal (medical) issues for functioning as physician Meaningful encounters with others Adverse developments in society and the medical profession In relation to meaningful experiences, all three educators acknowledged that a positive change in their professional circumstances had been influential. One educator stated that he no longer had to work under an authoritarian supervisor. Another educator described how, when his educational role had become more clearly defined, he had become more content and less cynical. The third educator referred to the difficult period his department was going through at the time of the first interview; when the department got a new head, he had become more satisfied with his role as educator. In addition to these changes within the professional domain, educators described positive changes within the private domain. For example, after a ‘nasty divorce’ at the time of the first interviews, one educator’s improved personal life had subsequently influenced his job satisfaction.
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