Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission-Reference-Cited by-同舟云学术

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Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission

Published:2024-02-23 Issue: Volume: Page:1-9
ISSN:0142-159X
Container-title:Medical Teacher
language:en
Short-container-title:Medical Teacher

Author:

Leatemia Lukas Daniel¹^ORCID,Compen Boukje²^ORCID,Dolmans Diana H. J. M.²^ORCID,van Merrienboer Jeroen J. G.²^ORCID,Susilo Astrid Pratidina³^ORCID

Affiliation:

1. Department of Medical Education, Faculty of Medicine, Mulawarman University, Samarinda, East Kalimantan, Indonesia

2. Department of Educational Development and Research and School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands

3. Department of Medical Education and Bioethics, Faculty of Medicine, Universitas Surabaya, Surabaya, East Java, Indonesia

Funder

Archipelago Scholar Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2024.2316853

Reference44 articles.

1. Expert and non-expert tutors: role in problem-based learning;Ahmed IAM;J Int Assoc Medical Sci Educ,2007

2. A practical framework for remediating unprofessional behavior and for developing professionalism competencies and a professional identity

3. Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective

4. Using thematic analysis in psychology

5. The Faculty Spirituality Questionnaire and Its Relationship to Teaching Style

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