Marleen Ottenhoff

176 Chapter 6 REFERENCES 1. Samuelowicz K, Bain JD. Revisiting Academics’ Beliefs about Teaching and Learning. High Educ. 2001;41(3):299-325. 2. Kusurkar RA, Croiset G, Mann KV, Custers E, Ten Cate O. Have motivation theories guided the development and reform of medical education curricula? A review of the literature. Acad Med. 2012;87(6):735-743. 3. Calkins S, Johnson N, Light G. Changing conceptions of teaching in medical faculty. Med Teach. 2012;34(11):902-906. 4. Jacobs JC, van Luijk SJ, van der Vleuten CP, Kusurkar RA, Croiset G, Scheele F. Teachers’ conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics. BMC Med Educ. 2016;16(1):1-11. 5. Jacobs JC, van Luijk SJ, Galindo-Garre F, et al. Five teacher profiles in studentcentred curricula based on their conceptions of learning and teaching. BMC Med Educ. 2014;14(1):1-10. 6. Richardson V. The role of attitudes and beliefs in learning to teach. In: Sikula J, ed. Handbook of research on teacher education. MacMillan; 1996:102-119. 7. Pratt DD. Five perspectives on teaching in adult and higher education. Krieger; 1998. 8. Hativa N, Barak R, Simhi E. Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. J High Educ. 2001;72(6):699729. 9. Taylor EW, Tisdell EJ, Gusic ME. Teaching beliefs of medical educators: perspectives on clinical teaching in pediatrics. Med Teach. 2007;29(4):371-376. 10. Taylor EW. Attending graduate school in adult education and the impact on teaching beliefs: A longitudinal study. J Transform Educ. 2003;1(4):349-367. 11. Masunaga H, Hitchcock MA. Aligning teaching practices with an understanding of quality teaching: A faculty development agenda. Med Teach. 2011;33(2):124-130. 12. Steinert Y, O’Sullivan PS, Irby DM. Strengthening Teachers’ Professional Identities Through Faculty Development. Acad Med. 2019;94(7):963-968. 13. 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. 14. Cantillon P, Dornan T, De Grave W. Becoming a clinical teacher: identity formation in context. Acad Med. 2019;94(10):1610-1618. 15. 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. 16. Jochemsen-van der Leeuw HR, van Dijk N, van Etten-Jamaludin FS, Wieringa-de Waard M. The attributes of the clinical trainer as a role model: a systematic review. Acad Med. 2013;88(1):26-34. 17. Passi V, Johnson S, Peile E, Wright S, Hafferty F, Johnson N. Doctor role modelling in medical education: BEME Guide No. 27. Med Teach. 2013;35(9):e1422-e1436. 18. Jauregui J, O’Sullivan P, Kalishman S, Nishimura H, Robins L. Remooring: A qualitative focus group exploration of how educators maintain identity in a sea of competing demands. Acad Med. 2019;94(1):122-128.

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