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The highly influential teacher: recognising our unsung heroes
Author(s) -
Osterberg Lars,
Swigris Rachel,
Weil Amy,
Branch William T
Publication year - 2015
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/medu.12808
Subject(s) - excellence , narrative , humanism , psychology , faculty development , professional development , appreciative inquiry , medical education , pedagogy , mathematics education , medicine , political science , literature , art , law
Objectives This study was designed to investigate the roles, characteristics and contributions to the educational process of highly influential teachers described retrospectively by faculty members who were former medical students and trainees. Methods The authors collected 20 appreciative inquiry narratives from a convenience sample of 22 faculty members (91% collection rate) at three medical schools that had volunteered to participate in a year‐long programme of faculty development in humanism in medicine. The faculty members wrote narratives in response to the prompt: ‘Write about your most influential teacher.’ The four authors performed qualitative analysis of the 20 narratives using the constant comparison method to identify the characteristics of influential teachers. Results Particular relational features with their learners explain the profound influences of these teachers on the professional development of their learners. All influential teachers shared qualities of excellence in teaching and nearly all were described as caring, generous and selfless in their relationships with learners. Conclusions Highly influential teachers have no official roles, yet appear to profoundly influence the professional development of many learners at various stages of the educational process.