Marleen Ottenhoff

146 Chapter 5 REFERENCES 1. Steinert Y, Mann K, Anderson B, et al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Med Teach. 2016;38(8):769-786. 2. 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. 3. Calkins S, Johnson N, Light G. Changing conceptions of teaching in medical faculty. Med Teach. 2012;34(11):902-906. 4. Cantillon P, Dornan T, De Grave W. Becoming a clinical teacher: identity formation in context. Acad Med. 2019;94(10):1610-1618. 5. Steinert Y, O’Sullivan PS, Irby DM. Strengthening Teachers’ Professional Identities Through Faculty Development. Acad Med. 2019;94(7):963-968. 6. van Lankveld T, Thampy H, Cantillon P, Horsburgh J, Kluijtmans M. Supporting a teacher identity in health professions education: AMEE Guide No. 132. Med Teach. 2021;43(2):124-136. 7. 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 8. Ottenhoff-de Jonge MW, Steinert Y, van der Hoeven I, Kramer AW, van der Rijst RM. How learning-centred beliefs relate to awareness of educational identity and mission: An exploratory study among medical educators. Med Teach. 2022;44(12):1354-1361. doi: 10.1080/0142159X.2022.2094230 9. Ericsson KA, Krampe RT, Tesch-Römer C. The role of deliberate practice in the acquisition of expert performance. Psychol Rev. 1993;100(3):363. 10. Lieff S, Baker L, Mori B, Egan-Lee E, Chin K, Reeves S. Who am I? Key influences on the formation of academic identity within a faculty development program. Med Teach. 2012;34(3):e208-e215. 11. Onyura B, Ng SL, Baker LR, Lieff S, Millar B-A, Mori B. A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Adv Health Sci Educ Theory Pract. 2017;22(1):165-186. 12. 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. 13. Cantillon P, D’Eath M, De Grave W, Dornan T. How do clinicians become teachers? A communities of practice perspective. Adv Health Sci Educ Theory Pract. 2016;21(5):9911008. 14. van Lankveld T, Schoonenboom J, Kusurkar R, Volman M, Beishuizen J, Croiset G. Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers. Adv Health Sci Educ Theory Pract. 2017;22(3):601-622. 15. Ottenhoff-de Jonge MW, van der Rijst RM, Gesundheit N, et al. From critic to inspirer: four profiles reveal the belief system and commitment to educational mission of medical academics. BMC Med Educ. 2019;19(1):268. doi: 10.1186/s12909-019-1665-0 16. Åkerlind GS. A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning. Teach High Educ. 2008;13(6):633-644.

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