Keith Brazendale, Michael W Beets, R Glenn Weaver, Michelle W Perry, Emily B Tyler, Ethan T Hunt, Lindsay Decker, Jean-Philippe Chaput
Comparing measures of free-living sleep in school-aged children
Sleep medicine
explore medical teachers navigate professional identities required implement critical pedagogy undergraduate curriculum renewal initiative qualitative exploratory study conducted using focus groups individual interviews twentysix purposively selected undergraduate medical teachers south african university data transcribed coded thematically analysed concepts landscapes practice theory teacher identity learning provided interpretive framework findings show medical teachers perceived capacity implement critical pedagogy influenced identities constructed within boundaries traditional biomedical curriculum three themes identified highlighting inherent liminality traversing changing educational landscape engaging new practices moving boundary space attempting alignment navigating identity boundary space imagining future embracing identity boundary space globally directed curriculum renewal imperatives may challenge established pedagogical practices professional identities medical teachers need institutional spaces foster collaboration dialogue reflection view supporting ongoing identity learning development knowledgeability medical teachers responsible curriculum transformation