55 A beliefs framework 2 LUMC. Of the six educators who displayed an Orientation VI we selected the basic science educator to illustrate how a teacher with a learning-centred belief orientation teaches basic science topics. His educational beliefs contrasted with the beliefs of the other basic science educators. This educator worked at SUSM. Dr A: teaching-centred Orientation I: Imparting information In the narrative of Dr A, the spotlight is on the teacher, who puts a lot of effort into his teaching. What highlights Dr A’s belief about teaching is his desire to ‘transfer knowledge,’ which he sees as a tool, and is first introduced from ‘hardware,’ such as books or electronic information. He emphasises the importance of memorising factual knowledge, as this is a prerequisite for clinical reasoning. ‘You can look everything up, but I don’t think it works like that in practice.’ In his teaching he expects students to be well prepared and checks this by asking questions, for example, about anatomy. Students should be ‘committed, diligent, and wellbehaved.’ He is worried about the attitude and lack of motivation that he observes in some students. He aims to make students take responsibility for working hard by being provocative. For example, he presents a patient case with a bad outcome due to a medical error. In addition to the importance of knowledge transfer, teaching to him means providing students with tips and tricks about how to drill down on the facts. He wants to be a role model, hoping that by demonstrating his own level of knowledge, students will be motivated: ‘(…) what you show then is that you know a lot. It would be very nice if that is motivating for the students. To ensure that you know a great deal about a certain subject.’ A good teacher to him is someone who determines his own teaching goals and achieves them. When asked about what students bring to the learning process, he responds that he is often disappointed that students are so unresponsive. Yet he tries to convey his own motivation on the subject and in this way generate enthusiasm among the students. Dr B: learning-centred Orientation VI: Negotiating meaning In the narrative of Dr B, students are the main characters, and the focus is on their learning process. He has several aims which he hopes to achieve through his teaching. First that ‘they learn the material’ which is integrated into patient presentations, as ‘they should be able to apply the material to patient care.’ Second, he wants ‘to introduce students to the idea of how they can learn in the future.’ Therefore he spends a significant part of his course analysing medical articles so that students are able to read medical literature and understand its implications for patient care. Third, he aims to teach students to be sceptical and critical and ‘to understand that the literature, the professor, or commonly accepted wisdom can be
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