19 General introduction 1 centred. This may result in too rough a classification, so that more subtle differences of beliefs about teaching and learning go unnoticed. Thus, to gain more insight into the content and structure of medical educators’ beliefs about teaching and learning we decided to adopt the extended 2001 framework of Samuelowicz & Bain16 as the starting point for our study. This framework is not only comprehensive in its description of both belief dimensions and belief orientations, but it also uniquely incorporates two ’affective’ dimensions (see Table 1.1, Dimensions 8 and 9). Even though emotions may be part of any belief dimension, emotions play a more important and explicit role in the affective belief dimensions. One of these is related to interest and motivation, Learning- centred orientations IV. Helping student develop expertise V. Preventing misunderstanding VI. Negotiating understanding VII. Encouraging knowledge creation Change in ways of thinking B Change in ways of thinking B Change in ways of thinking B Change in ways of thinking B Interpretation of reality B Interpretation of reality B Interpretation of reality B Interpretation of reality B Students & Teacher B/a Students B Students B Students B Personalised B Personalised B Personalised B Personalised B Not taken into account A Used to prevent common mistakes B/a Used as basis for conceptual change B Used as basis for conceptual change B Two-way to negotiate meaning B Two-way to negotiate meaning B Two-way to negotiate meaning B Two-way to negotiate meaning B Teacher A Teacher A Teacher A Students B Stressed B Stressed B Stressed B Stressed B Students’ B Students’ B Students’ B Students’ B
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