Mapping the work-based learning of novice teachers: charting some rich terrain.
BACKGROUND
Work-based non-formal learning plays a key role in faculty development yet these processes are yet to be described in detail in medical education.


OBJECTIVE
This study sets out to illuminate these processes so that potential benefits for new and inexperienced medical educators and their mentors can be realised.


METHODS
The non-formal learning processes of 12 novice teachers were investigated across hospital, general practice and medical school settings. The research sought to describe 'what' and 'how' non-formal learning takes place, and whether these processes differ across teaching sites. Both clinical and non-clinical teachers of medical undergraduates from one inner city medical school were recruited for the study. Through semi-structured interviews and a 'concept map', participants were asked to identify the people and tasks which they considered central to helping them become more expert as educators.


RESULTS
Results identified non-formal learning across a number of key dimensions, including personal development, task and role performance, and optimising clinical teaching. This learning takes place as an outcome of experience, observation, reflection and student feedback.


CONCLUSIONS
Non-formal learning is a significant aspect of the development of novice teachers and as such it needs to be placed more firmly upon the agenda of faculty development.
Cook
Vivien
V
Centre for Medical Education, Barts and the London School of Medicine and Dentistry, Whitechapel, London, UK. v.cook@qmul.ac.uk
D000328:Adult; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004739:England; D005180:Faculty, Medical / Q000592:standards*; D005260:Female; D006801:Humans; D007407:Interviews as Topic; D007858:Learning; D008297:Male; D013192:Staff Development / Q000379:methods*; D013663:Teaching / Q000379:methods*