140 Chapter 5 Maturation through growing awareness of educational competencies The educator who became more aware of his educational competencies (Practitioner phenotype) described himself mainly in terms of being more effective. I’m getting old (…). Maybe more effective. Because I know what works and what doesn’t. (S03) He explained that his task as an educator was motivated by the responsibility he felt as a physician to the students’ future patients rather than to the students themselves. This educator gave credit to predominantly meaningful experiences which had helped him to develop his competencies as a teacher. Examples of these were activities such as taking on new teaching responsibilities, modelling by observing mentors, and participating in informal exchanges with colleagues. And, probably involvement with my colleagues. (…) We would sometimes have barbed discussions, but it’s good! It’s comforting to know you’re not alone. (S03) Maturation through growing awareness of educational identity The three educators who became more aware of their educational identities (Role model phenotype) demonstrated more self-awareness. Some of them emphasised that the role of patient-care giver was their primary professional identity. Even though their focus on the relationship with their students increased, their main emphasis was not on students but on their own development. They mainly highlighted that intrapersonal aspects were instrumental to their maturation, such as a willingness to evolve, both personally and as teacher. Obviously, like everything else, you have to want to change. And frankly, sometimes, you have to be in enough pain that you then want to change.(…) Sometimes it’s the gun to the head that makes the change. (S12) Another intrapersonal aspect that these educators emphasised was being reflective: reflective on the ‘self’ or on the teacher role. For example, one educator pointed out the value of actively soliciting feedback, including from junior colleagues, which helped him to reflect on his teaching. What has had the most influence on my development as a teacher? The reaction of others to what I do. Yes, to reflect on what the other has to say. (L02)
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