|Becoming a teacher in medical settings: a case study of work-based learning|
|Written by Viv Cook|
This small-scale qualitative study seeks to portray how new teachers of medical undergraduates learn to teach in their initial years of educational practice across medical school, hospital and general practice settings. Twelve teachers will be recruited from the staff of a School of Medicine and Dentistry (SMD) based in London and be interviewed twice across a time span of 3-4 months. The interviews will elicit data in regard to ‘what’, ‘how’ and from whom new teachers learn, and whether these processes differ across workplace settings. It is intended that the study will provide a development opportunity for the participants by providing space for reflection upon their own stage of development as a teacher and the manner in which workplace activities influence their learning. It is also anticipated that the data will indicate how such work-based learning may be best supported.