121 Preparing medical teachers for small-group active learning We adopted a pragmatic stance to data collection and analysis, recognizing that knowledge and action are closely connected in DBR (31,32). Moreover, the pragmatic paradigm matched well with a mixed-methods research design (33). Development of a prototype FDI As DBR is oriented towards finding sustainable solutions to educational challenges, we set out to develop a prototype that was feasible, sound, locally viable, easy to institutionalize, potentially effective and positively impacted teacher competencies (27). Therefore, for the analysis and design stage of this project, we included faculty developers, course coordinators, educational researchers, study program directors, teachers and students as stakeholders (34). In DBR, design principles aim to bridge the gap between theory and practice by offering practical guidelines for the design of a prototype (24,27,34). In alignment with our research question and aim, our most important overarching design principles were Self-Directed Learning (SDL) and combining off-the-job and on-the-job learning. The prototype was discussed and refined through an iterative process involving all stakeholders (27,34). The final prototype incorporated a mix of various off-the-job and on-the-job learning opportunities, each featuring activities that encouraged self-directed learning among participants. The sequence of the prototype was as follows: a course day before the start of the semester, a mutual observation task after three weeks, a guided peer coaching meeting after six weeks, and monthly tutor meetings. In addition, individual coaching was available for participants as needed, and participants were encouraged to continue their learning during their teaching. A detailed overview of the final prototype can be found in Appendix 6.1. Participants and setting The 34 participants in this study had recently started as teachers of a tutoring course in the Bachelor’s phase of medical training at the Medical Faculty of the Vrije Universiteit Amsterdam. They represented a mix of various medical and research backgrounds, with some having had limited teaching experience. Participants did this teaching task alongside their main appointment as clinician or researcher. The tutoring course was designed as a small-group active learning course. The teachers in the tutoring course were tasked with facilitating the active learning processes that students were supposed to engage in during the course. Each teacher had their own study group consisting of maximum twelve students, which they saw twice per week. The course was designed as a collaborative case-based learning experience with patient cases and assignments. During the first meeting of each week, students brainstormed the cases and assignments, while at the second meeting, they presented the findings. Meetings were student-led and learning the content was the responsibility of students, which gave teachers in this course the opportunity to focus their attention on student participation and group dynamics. 6
RkJQdWJsaXNoZXIy MTk4NDMw