Table 5 Summary of Teachers' views

1. Professional identification

Teachers are comfortable with the concept of 'group coach' in the sense of a wiser and more experienced colleague.

The concept of teacher is consistently used with reference to all persons involved with trainees. (1.1 t/m 5.5)

2. Relationship with trainees

Emphasis on caring roles,

Takes the position of coach in the group.

Builds up a close relationship with individual trainees.

Alternating between various forms of regulation, and professional distance to trainees. (1.1;5.3;5.4)

Monitors the interaction between individual learning processes and group processes (1.1)

The teacher builds a constructive relationship with individual trainees (1.2)

3. Learning to be a teacher

Learning to be a teacher is mostly achieved by learning by doing and from your fellow group coach and mentor.

Based on feedback and systematic reflection on development needs.

Oriented to scientific insights, using 'best medical education practices' (5.2)

4. Knowledge base

Practical experience and knowledge about group dynamics are the basics for a successful course.

Knowledge is assimilated in the description of competencies. As a role model, the teacher acts in accordance with the competencies defined by the profession

5. Motivation

Seeing trainees grow as professionals and being away from a busy practice.

Clearly enjoys working with trainees. (5.2)

6. Change

Changes are often imposed by others than the teachers and obscure the teacher's vision of what they should and should not do..

Participates in discussions and in the development of new insights in relation to the professional field of education (5.2)