17 General introduction Finally, we will delve deeper into a faculty development perspective. Faculty development initiatives can support teachers in their development, and we can use the information from previous studies to better prepare teachers to teach in engaging ways. However, the transfer from training to practice may pose a problem. Understanding how teachers can be stimulated to apply the active learning competencies they mastered to their teaching practice is our final step (Chapter 6). Table 1.1 presents an overview of each study’s research questions, along with their respective methods, data sources, and analytical approaches. Table 1.1. Overview of the empirical studies in this thesis Chapter Research Question Method Data Source Analysis 2 When and why do medical students appreciate small-group active learning? Q-methodology Physical Q-sorting procedure and semi-structured interviews with students Centroid method of factor analysis with Varimax rotation (quantitative), analyzed concurrently with interview data (qualitative) 3 How and why does student appreciation of small-group active learning change during the Bachelor program? Q-methodology Online Q-sorting procedure and open-ended questions Centroid method of factor analysis with Varimax rotation (quantitative), analyzed concurrently with interview data (qualitative) Online semistructured interviews with students Conventional content analysis 1
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