Exploring clinical teachers' beliefs about teaching in a newly established medical school in Southern Switzerland
Research has shown that teachers' not only academic and social contexts but also educational beliefs may influence their teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of education they provide to learners and to guide faculty development and research efforts. The aim of this study was to explore beliefs about teaching among prospective clinical teachers at a newly established medical school in Southern Switzerland and to estimate the relationship between these beliefs and intention to commit to teaching in the newly established medical curriculum using Fishbein's integrative model of behavior prediction.
