41 A beliefs framework 2 framework is the most extensive, with the broadest scope and content in both belief dimensions and belief orientations. The framework distinguishes seven belief orientations (see Addendum 2.1). It comprises a two-dimensional matrix ordered according to these belief orientations and belief dimensions. A belief orientation represents a global, composite set of beliefs. In the framework the belief orientations are organised as columns ranging from teaching-centred to learning-centred; qualitatively different belief dimensions appear as rows in the matrix and create distinctions between the belief orientations. Examples of belief dimensions are ‘desired learning outcomes’ or ‘students’ motivation.’ Within each dimension a range of beliefs can be distinguished. For example, the beliefs listed within the dimension ‘desired learning outcomes’ are ‘recall of atomised information,’ ‘reproductive understanding,’ and ‘change in ways of thinking,’ respectively, and are ordered on a continuum from teaching-centred to learning-centred. Thus each belief orientation can be further characterised by the belief dimensions. In our opinion, the Samuelowicz and Bain framework’s extensiveness does justice to the complexity and diversity of educators’ beliefs about teaching, learning, and knowledge. A second reason why we chose this framework as a starting point is how the authors define ‘educational beliefs.’ According to their definition, beliefs are ‘typical or characteristic ways’ in which teaching, learning, and knowledge are viewed; they are closely related with practice and contain both cognitive and affective components. These beliefs can only be considered in a holistic way.16 Thus, the framework describes educators’ deeply rooted, characteristic ways of understanding teaching, and the close relationship between beliefs and practice increases the framework’s usefulness for faculty development interventions. Finally, the framework uniquely includes a belief dimension related to students’ professional development, which is particularly significant in the context of medical education and has received much attention in recent medical education literature.17-19 Research aim and question The original Samuelowicz and Bain framework was developed in contexts outside of medical education. Therefore, we aimed to adapt this framework to medical education contexts, in order to address the following research question: What are the content and structure of the beliefs of educators about teaching, learning, and knowledge in medical education?
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