26 Chapter 1 The first research question, ‘What are the content and structure of medical educators’ beliefs about teaching and learning?’ is addressed in Chapter 2. To explore educators’ beliefs about teaching and learning, we performed semistructured interviews (Dataset 1a) in the period of 2008-2010. Through a content analysis using the Samuelowicz & Bain16 framework as a starting point, we adapted and validated this higher education beliefs framework to the medical education context. During these interviews we also explored (Dataset 1b) the educators’ perspectives on being a teacher, to answer our second research question: ‘What is the variety of medical educators’ perspectives on being a teacher?’ Chapter 3 presents the results of this study. We used Korthagen’s model to analyse and categorise the findings and subsequently clustered the participants into educator phenotypes. To answer the third and fourth research questions, we repeated the interviews a decade after the initial ones (Datasets 2a and 2b) with the same participants who were still available, to re-examine their beliefs about teaching and learning as well as their perspectives on being a teacher. Chapter 4 describes the results of the analysis (Datasets 2a and 2b) executed to answer the research question: ‘How are medical educators’ beliefs about teaching and learning related to the awareness of their educational identity and mission?’ We performed a deductive thematic analysis using the instruments developed in Chapters 2 and 3 to analyse educators’ awareness of their educational identity and mission, and their beliefs about teaching and learning, respectively. Subsequently, we examined the relationship between these two areas of inquiry. Chapter 5 addresses the fourth research question: ‘To what extent do medical educators mature in perspectives on being a teacher over time, and which factors contribute to their maturation?’ In this follow-up study we used Dataset 1b (collected in the 2008-2010 period) and Dataset 2b (collected in 2018) to examine if educators had developed in their perspectives on being a teacher. Since educational beliefs are widely known to be resistant to change, we anticipated that educators’ perspectives on being a teacher might be similarly resistant to change, which argued for a lengthy interval between initial and follow-up interviews. We performed a deductive thematic analysis on both datasets using the educator phenotype model from Chapter 3, to determine which educators had matured in their perspectives on being a teacher. Next, we conducted a third interview (Dataset 3) with the educators who had developed in their perspectives on being
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