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Table 2 Participants’ responses regarding their perceptions of their experiences that related to ‘Pedagogic support’

From: A longitudinal faculty development program: supporting a culture of teaching

Pedagogic support Pedagogic support is provided by teachers in the workplace setting, including mentors, supervisors, role models, as well as sources of informal support.
Team-teaching design of TBL
 Participants valued the team teaching design, where co-facilitation in TBLs occurred with different disciplines and levels of training. They also appreciated the TBL design itself, where they could practice teaching to both large and small groups of students.
“It was very valuable to have all the different registrars and consultants and basic scientists, all working together and talking to the whole room of students, but then also having the chance to go around and talk to the individual small groups of students, I thought that was interesting and rewarding”.
“Variety of backgrounds were useful when answering questions.”
Observation of TBL
 CTFs appreciated the opportunity to observe a TBL class, discuss the teaching methods with a senior teacher, and reflect on their experience, prior to teaching the TBL themselves
“I found observing a TBL invaluable because I had never had anything to do with TBLs before, so it was really good to see how they worked, and also just to be able to ask a few questions of the facilitators. One facilitator was very helpful, at the end he led a troubleshooting discussion – for example, what would you do if one student is dominating the discussion, or they’re not thinking very deeply”.
Development of their own teaching style
 CTFs felt that by co-teaching, they were able to adjust to the structured format of TBL, and that teaching with others assisted in development of their own teaching styles. The felt supported during the class by co-facilitating with senior clinicians or basic scientists
“Developing skills and confidence in teaching a large group. Developing an individual teaching style while teaching and learning with consultants”.
“Getting used to the TBL structure by watching other teacher’s teaching style”.
Role modelling of senior teachers
 Participants valued the opportunity to teach with and learn from senior clinicians
“Working with senior clinicians gave me invaluable teaching insights”.
“It was very helpful to have the opportunity to facilitate with senior scientists and clinicians, in order to learn different styles of teaching”.
“I though the combination of having the experience where you’re actually doing the teaching with a body of people that have done it before, that’s been really handy”.
Multidisciplinary aspect during training and TBL facilitation
 Both clinicians and basic scientists found the content and context provided by each other’s discipline to be of value.
“Attending the workshops and the TBL teaching in collaboration with basic scientists and clinical specialists”.
“From a basic scientists view, it was very interesting and useful for me to get the clinical perspective.”
“Super valuable to have the basic scientists and clinicians in each TBL class. It brings something completely different. I think the senior clinicians have a global perspective, and the basic scientist goes into the minutia of whatever, and really answer the students’ questions, and the registrar provide a near peer teaching element, which is useful because they understand best what the medical students know because we’ve only just done it, really – four to six years ago – you still remember what it’s like.. and what you didn’t understand and why. It is useful to have all three involved. We had a number of times where one of us was asked a question, and we could help each other”.
Provision of Feedback
 Some participants indicated that a greater amount of feedback was needed in order to guide improvement of teaching skills
“I would like to receive more feedback as to your performance at teaching TBL’s”.