51 A beliefs framework 2 I think it’s just really willingness to make the learning fun. You know the students, they like teachers who allow them to learn something new. If teachers just are trying to be nice and popular, they see through that. (D7B; S02) In the teaching-centred orientation with learning-centred aspects (Orientation III) the aim of the educator when creating a conducive learning environment is to make students feel at ease (D7A/b), with a focus on the group of students as a whole; in the learning-centred orientation with teaching aspects (Orientation IV), the aim is to help students in their understanding with a focus on the person of the individual student (D7B/a): To create an atmosphere in which students feel at ease … to freely ask me questions. (D7A/b; L12) I know them as an individual, I care about them and they have a safe place where they can respond. (D7B/a; S12) The main difference between the two learning-centred beliefs (D7B/a and D7B) is the focus of the educator, which is on the person of the student (D7B/a) or on the learning process (D7B), respectively. Dimension 8: ‘Professional development’ In the original framework this dimension consisted of two dichotomous beliefs, while in our data four constituent beliefs could be extracted. Professional development within a medical context can be described as the development of the learner from the role of a student to that of a doctor. In the teaching-centred belief orientations the focus of the teaching is on the academic discipline and less on the professional development of the student. Thus, although some educators recognised the relevance of certain professional competencies, the teaching of these competencies was not primarily aimed at the development of students. The educators with a Belief Orientation I or II believed that students acquired some awareness of these competencies by the educator telling students about them (D8A). What I always do is that now and again in the small group is I bring in general knowledge about our healthcare and the market forces … I always try to bring in a few examples. Because I find that students should have a broader helicopter view of healthcare. (D8A; L05)
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