Background Information

Teachers’ conceptions of learning and teaching influence their teaching practices, but they gain little attention in medical education - e.g. when a student-centred curriculum is implemented.In staff development,the focus is usually on the training of teaching skills, while the teachers’ conceptions are ignored. In our study, we aim to reveal which factors play a role in teachers’ conceptions of learning and teaching . Therefore, we developed and validated a short questionnaire (named COLT) to measure teachers’ conceptions of learning and teaching.

* Jacobs JCG, Luijk SJ van, Berkel H van, Vleuten CPM van der, Croiset G, Scheele F. Development of an instrument (the COLT) to measure conceptions of teachers, in student-centred medical education. Medical Teacher. 2012;34, e483-e491.

* Jacobs JCG, Van Luijk SJ, Galindo-Garre F, Muijtjens AMM, Van der Vleuten CPM, Croiset G, Scheele F. Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching. BMC Med Educ. 2014;14(1):220. doi:10.1186/1472-6920-14-220.

* Jacobs JCG, Muijtjens AMM, Van Luijk SJ, Van der Vleuten CPM, Croiset G, Scheele F. Impact of institute and person variables on teachers' conceptions of learning and teaching. Medical Teacher. 2015;37(8):738-746.

* Jacobs JCG, van Luijk SJ, Van der Vleuten CPM, Kusurkar RA, Croiset G, Scheele F. Teachers’ conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics. BMC Med Educ. 2016;16(1):244. doi: 10.1186/s12909-016-0767-1.

The thesis is available at: http://dare.ubvu.vu.nl/handle/1871/53273