Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education

Johanna C. G. Jacobs*, Scheltus J. Van Luijk, Henk Van Berkel, Cees P. M. Van der Vleuten, Gerda Croiset, Fedde Scheele

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Background: Conceptions of medical teachers regarding learning and teaching affect their teaching practice. Therefore conceptions should be addressed in faculty development. Aim: To facilitate this, we constructed the Conceptions Of Learning and Teaching (COLT) instrument. Method: The COLT was adapted based on experts' comments during a meeting and interviews, followed by a Delphi procedure (Part I). It was administered to teachers from two Dutch medical schools with different traditions in student-centred education (Part II; N=646). The data were analyzed using confirmatory factor analysis and reliability analysis. Results: 324 Teachers (50.2%) completed the questionnaire. Confirmatory factor analysis did not confirm the underlying theoretical model, but an alternative model demonstrated a good fit. This led to an instrument with eighteen items reflecting three underlying factors: 'teacher centredness', 'appreciation of active learning', and 'orientation to professional practice'. We found significant differences in COLT scores between the faculty of the two medical schools. Conclusions: The COLT appears to be a construct valid tool resulting in reliable scores of teachers' conceptions of learning and teaching, in student-centred medical education. Two of the three factors are new and may be specific for student-centred medical education. The COLT may be a promising tool to improve faculty development.
Original languageEnglish
Pages (from-to)E483-E491
JournalMedical Teacher
Issue number7
Publication statusPublished - 2012

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