Faculty members’ perceptions of how faculty development initiatives could contribute to developing their adaptive expertise
Our research shows that under certain conditions, faculty development initiatives could promote adaptive expertise by bridging theory and practice, fostering diverse collaborations, and encouraging safe experimentation, all grounded in a focus on understanding 'the why' behind teaching practices.
Authors
- Diana H. J. M. Dolmans (ORCID: https://orcid.org/0000-0002-4802-1156)
- Jill Whittingham (ORCID: https://orcid.org/0000-0001-9869-2719)
- Herma Roebertsen (ORCID: https://orcid.org/0000-0003-1351-461X)
- Yvonne Steinert (ORCID: https://orcid.org/0000-0001-9933-6732)
- Juul H P H Hennissen (ORCID: https://orcid.org/0009-0003-1082-3991)
- Seher Sayin (ORCID: https://orcid.org/0009-0004-5126-8450)
Institutions
- McGill University Health Centre (CA)
- Maastricht University (NL)
Publication Details
- Journal
- Medical Teacher
- Published
- 2025-10-27
- DOI
- https://doi.org/10.1080/0142159x.2025.2574383
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00