59 A beliefs framework 2 Finally, the disappearance of the dimension ‘Control of content’ led to the absence of the original framework’s most learning-centred belief orientation (Orientation VII). Central to this orientation is the belief that students should be in control of the learning content. We attribute this disappearance to our preclinical context. This conclusion is consistent with the findings of Samuelowicz and Bain13,14 who identified this belief exclusively within a postgraduate teaching context. One other finding merits comment: all beliefs orientations, both learningcentred and teaching-centred, were represented in our sample of participants. That a substantial number of educators did indeed have a teaching-centred belief orientation was surprising, given that the participants selected had been working within a learning-centred curriculum for at least a decade and had extensive experience and deep involvement in teaching. Obviously, in a learning-centred curriculum one would assume a learning-centred orientation to be most effective. Our findings emphasise that the development from a teaching-centred to a learning-centred belief orientation does not automatically take place when a curriculum is innovated towards learning-centredness36; more intensive and targeted faculty development interventions may be required. Limitations The data for this study have been collected at two research-intensive medical schools which were both innovating towards a more learningcentred curriculum in the decade prior to the study. The participants’ limited experience with a learning-centred curriculum may limit the generalisability of our results. Research conducted in schools with a longer tradition of learningcentred curricula may reveal further refinements of learning-centred beliefs. We deliberately selected educators with long-standing teaching experience. This may have created a bias in the distribution of the belief orientations. It is possible that less experienced educators would have displayed more teachingcentred belief orientations. However, all belief orientations were represented in our study. In addition, the data were gathered a decade ago. It is possible that the beliefs of medical faculty have changed since then, due to new curriculum changes or ongoing faculty development interventions. Yet, the original framework was developed a decade before we conducted our study, and we conclude
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