This literature review summarises the growing body of literature discussing teacher identities
of university teachers. The aim was to understand what strengthens or constrains the …

Purpose Most clinical teachers have not been trained to teach, and faculty development for
clinical teachers is undermined by poor attendance, inadequate knowledge transfer, and …

This guide provides an understanding of what teacher identity is and how it can be
developed and supported. Develo** a strong teacher identity in the context of health …

Beginning medical teachers often see themselves as doctors or researchers rather than as
teachers. Using both figured worlds theory and dialogical self theory, this study explores …

Method In order to find relevant studies and information (teachers' informal learning
definitions, features and instruments), a primary search, a literature selection and analysis …

Introduction In health professions education, faculty may feel frustrated or challenged by
aspects of their teaching. The concept of a hidden curriculum for students describes the …

Background There is wide variation in how faculty development (FD) is practiced globally
and described in the literature. This sco** review aims to clarify how FD is conceptualised …

Background: Junior clinical faculty require institutional support in the acquisition of feedback
and clinical supervision skills of trainees. We tested the effectiveness of a personalized …

It is difficult for teachers to achieve sustainable professional development without support
from other teachers. Many researchers have stated that teachers regard informal interactions …

This article explores experiences of teaching qualitative research (QR) broadly, and
qualitative methods (QM) more specifically in medicine, highlighting the challenges faced …