Extending the use of the conceptions of learning and teaching (COLT) instrument to the postgraduate setting.

Background: Several studies have shown that conceptions of teachers on teaching and learning can influence the teaching practices and behavior in higher education. This association is also found in undergraduate medical education but not yet established in postgraduate medical setting. An instrument, Conceptions of Learning and Teaching (COLT) was developed to measure conception of teachers in undergraduate medical education.

An international study on teachers' conceptions of learning and teaching and corresponding teacher profiles.

Teachers' conceptions of learning and teaching (COLT) affect their teaching behaviour. The 18 item COLT instrument has been developed in the Netherlands and comprises three scales, 'teacher centredness', 'appreciation of active learning' and 'orientation to professional practice'. Previously we found five teacher profiles.

Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics.

Background: Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience.

Impact of institute and person variables on teachers' conceptions of learning and teaching.

Background: Teachers' conceptions of learning and teaching are important for faculty development to result in enduring changes in teaching practices. Until now, studies on these conceptions have mostly focused on traditional, lecture-based curricula rather than on small-group student-centred educational formats, which are gaining ground worldwide.

Aim: To explore which factors predict teachers' conceptions in student-centred curricula.

Five teacher profiles in student-centred curricula based on their conceptions of learning and teaching.

Background: Teachers' conceptions of learning and teaching are partly unconscious. However, they are critical for the delivery of education and affect students' learning outcomes. Lasting changes in teaching behaviour can only be realized if conceptions of teachers have been changed accordingly.

Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education.

Background: Conceptions of medical teachers regarding learning and teaching affect their teaching practice. Therefore conceptions should be addressed in faculty development.

Aim: To facilitate this, we constructed the Conceptions Of Learning and Teaching (COLT) instrument.