159 General discussion 6 A B C ŶǀŝƌŽŶŵĞŶƚ ŶǀŝƌŽŶŵĞŶƚ ŶǀŝƌŽŶŵĞŶƚ ŶǀŝƌŽŶŵĞŶƚ ŶǀŝƌŽŶŵĞŶƚ ŶǀŝƌŽŶŵĞŶƚ Figure 6.1. The relationship between teacher, student, content, and the learning environment for three different belief orientations: teaching-centred (A), teaching-centred with learning-centred aspects (B), and learning-centred (C). The two affective dimensions which Samuelowicz and Bain1 included in their framework each distinguish whether educators are aware or unaware of these dimensions, but do not elucidate the content of this awareness. The new framework not only adds one new, affective, dimension, but also gives a differentiated content to the three affective belief dimensions. One of these dimensions (Dimension 8) relates to the professional development of the student, and includes competencies relevant to future physicians such as communication and collaboration, as well as issues related to professional identity formation. This belief dimension recognises that there is more to being a physician than just mastering a physician’s knowledge, skills, and attitude. A second dimension (Dimension 9) relates to the student’s personal motivation for learning, thus acknowledging that motivation has a significant impact on the process of learning and development. A third (Dimension 7) relates to the influence of the learning environment, emphasising that learning does not take place in isolation but is importantly influenced by context, including the (physical) setting and interactions with peers and teachers. Since educators with learning-centred beliefs emphasise these affective dimensions, while educators with teaching-centred beliefs are unaware of them, we can conclude that educators with learning-centred beliefs not only have qualitatively different beliefs, but also more comprehensive beliefs about the process of teaching and learning.
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