Navigating Without a Map: Unpacking Pedagogical Viewpoints of Health Sciences Educators Without Educational Training

The study reveals that while HSEs without educational training may express views aligned with educational literature, their interpretations often lack depth, remain teacher-centered, overlook pedagogical nuances, externalize difficulties, and exhibit unacknowledged inconsistencies. These findings highlight the importance of formal educational development programs to foster reflective practice and pedagogical growth among HSEs.