Problem Medical teachers, like many others in higher education, need to help some students cultivate values essential to good practice. However, there is a paucity of evidence-based practical advice about how to exactly do this. While several educational methods are widely accepted as generally useful for such a purpose, specific pedagogical guidance is lacking. Teachers still need to know how to effectively develop values in the classroom. Research Aim As part of an existing curricula with teaching methods already understood to be useful, we pursued the develop- ment of specific classroom strategies to more effectively cultivate medical students’ values. Methods We undertook a year-long action research project with six experienced medical teachers. Data included group discus- sion meetings, semi-structured interviews, observations and interpersonal process recall of each teacher’s classroom practice. Results Participant teachers developed an understanding of values as highly sensitive, in the sense of their relation to an individual’s sense of self. This understanding explained, in part, the challenges teacher participants had experienced in teaching values. From this understanding, participants developed a specific discourse to help one another understand and describe effective values teaching; one of cultivation, placing in sight and of moving a student from where they
Medical Science Educator – Springer Journals
Published: Jun 4, 2018
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