RESUMO
A qualitative study incorporating reflective analysis of lectures was conducted with four medical teachers of different subject disciplines. The researcher and medical educators engaged in discussions related to the transcribed audio-tapes, as well as video recordings of their lectures, clarifying reasons for evident teaching approaches, sometimes practiced sub-consciously. In all cases, the medical teachers came upon teaching practices that they set about to strengthen or modify, and were able to articulate a teaching philosophy as a result of the research experience. In addition, a focus group discussion with their students was also utilized to gain insight into the effectiveness of salient teaching approaches. The methodology is being proposed as suitable for a project on individualized staff development to enhance quality of teaching. (AU)
