Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern Switzerland
Abstract Academic social contexts and educational beliefs may influence teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of teaching and to guide content of faculty development programs. The...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2024-03-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-024-05299-0 |
| _version_ | 1797247235882221568 |
|---|---|
| author | Marilù Guigli Poretti Matteo Monti Marta Fadda |
| author_facet | Marilù Guigli Poretti Matteo Monti Marta Fadda |
| author_sort | Marilù Guigli Poretti |
| collection | DOAJ |
| description | Abstract Academic social contexts and educational beliefs may influence teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of teaching and to guide content of faculty development programs. The aim of this study was to explore beliefs about teaching among prospective clinical teachers at a newly established medical school in Southern Switzerland and to estimate the relationship between these beliefs and intention to commit to teaching in the newly established medical curriculum using Fishbein’s integrative model of behaviour prediction. We targeted a purposive sample of physicians working in hospital departments potentially involved in the clinical immersion of medical students enrolled in the program. We designed a cross-sectional quantitative study using an online questionnaire. The questionnaire included both items developed by the authors and items belonging to a previously validated questionnaire. Participants showed a high intention to commit to teaching in the newly established curriculum. We found that self-efficacy beliefs and two sets of behavioural beliefs, namely perceived importance and expectations, had a positive correlation with the intention to commit. On the other hand, we pointed out a number of normative beliefs that in the long run could hinder the maintenance of this commitment, which should be addressed both at the levels of both faculty development and institutional policy rules. Our study also highlights the importance of reinforcing teachers’ perceived self-efficacy in providing clinical supervision, strengthening their perceived importance of the clinical supervision, and incentivising the commitment of teachers by ensuring they have protected time to devote to this activity. |
| first_indexed | 2024-04-24T19:55:29Z |
| format | Article |
| id | doaj.art-ee0cfe3e47d44427801649cb8e8c77cf |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-24T19:55:29Z |
| publishDate | 2024-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-ee0cfe3e47d44427801649cb8e8c77cf2024-03-24T12:24:10ZengBMCBMC Medical Education1472-69202024-03-0124111310.1186/s12909-024-05299-0Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern SwitzerlandMarilù Guigli Poretti0Matteo Monti1Marta Fadda2Ente Ospedaliero Cantonale, Area Formazione Medica e Ricerca, Direzione GeneraleMedical Education Unit, Faculty of Biology and Medicine, University of LausanneInstitute of Public Health, Faculty of Biomedical Sciences, Università della Svizzera italianaAbstract Academic social contexts and educational beliefs may influence teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of teaching and to guide content of faculty development programs. The aim of this study was to explore beliefs about teaching among prospective clinical teachers at a newly established medical school in Southern Switzerland and to estimate the relationship between these beliefs and intention to commit to teaching in the newly established medical curriculum using Fishbein’s integrative model of behaviour prediction. We targeted a purposive sample of physicians working in hospital departments potentially involved in the clinical immersion of medical students enrolled in the program. We designed a cross-sectional quantitative study using an online questionnaire. The questionnaire included both items developed by the authors and items belonging to a previously validated questionnaire. Participants showed a high intention to commit to teaching in the newly established curriculum. We found that self-efficacy beliefs and two sets of behavioural beliefs, namely perceived importance and expectations, had a positive correlation with the intention to commit. On the other hand, we pointed out a number of normative beliefs that in the long run could hinder the maintenance of this commitment, which should be addressed both at the levels of both faculty development and institutional policy rules. Our study also highlights the importance of reinforcing teachers’ perceived self-efficacy in providing clinical supervision, strengthening their perceived importance of the clinical supervision, and incentivising the commitment of teachers by ensuring they have protected time to devote to this activity.https://doi.org/10.1186/s12909-024-05299-0Medical educationNormative beliefsBehavioural beliefsSelf-efficacyFaculty development |
| spellingShingle | Marilù Guigli Poretti Matteo Monti Marta Fadda Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern Switzerland BMC Medical Education Medical education Normative beliefs Behavioural beliefs Self-efficacy Faculty development |
| title | Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern Switzerland |
| title_full | Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern Switzerland |
| title_fullStr | Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern Switzerland |
| title_full_unstemmed | Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern Switzerland |
| title_short | Exploring clinical teachers’ beliefs about teaching in a newly established medical school in Southern Switzerland |
| title_sort | exploring clinical teachers beliefs about teaching in a newly established medical school in southern switzerland |
| topic | Medical education Normative beliefs Behavioural beliefs Self-efficacy Faculty development |
| url | https://doi.org/10.1186/s12909-024-05299-0 |
| work_keys_str_mv | AT mariluguigliporetti exploringclinicalteachersbeliefsaboutteachinginanewlyestablishedmedicalschoolinsouthernswitzerland AT matteomonti exploringclinicalteachersbeliefsaboutteachinginanewlyestablishedmedicalschoolinsouthernswitzerland AT martafadda exploringclinicalteachersbeliefsaboutteachinginanewlyestablishedmedicalschoolinsouthernswitzerland |