A qualitative study of the perspectives of key stakeholders on the delivery of clinical academic training in the East Midlands

Abstract

ObjectiveMajor changes in the design and delivery of clinical academic training in the United Kingdom have occurred yet there has been little exploration of the perceptions of integrated clinic academic trainees or educators. We obtained the views of a range of key stakeholders involved in clinical academic training in the East Midlands.DesignA qualitative study with inductive iterative thematic content analysis of findings from trainee surveys and facilitated focus groups.SettingThe East Midlands School of Clinical Academic Training.ParticipantsIntegrated Clinical Academic Trainees, clinical and academic educators involved in clinical academic training.Main outcome measuresThe experience, opinions and beliefs of key stakeholders about barriers and enablers in the delivery of clinical academic training.ResultsWe identified key themes many shared by both trainees and educators. These highlighted issues in the systems and process of the integrated academic pathways, career pathways, supervision and support, the assessment process and the balance between clinical and academic training.ConclusionsOur findings help inform the future development of integrated academic training programmes.

Multimethods study comparing the experiences of medical clinical academics with nurses, midwives and allied health professionals pursuing a clinical academic career

“…This echoes previous research suggesting a lack of understanding regarding the purpose and value of clinical academic careers and indicating differences in clinical and academic priorities of HEIs and NHS. 10 This study supports Westwood et al ’s call for better communication to enable HEIs and NHS partners to work together to smooth the clinical academic pathway. 26 …”

“…This was followed by semistructured interviews to enable a deeper exploration of individual experiences which can be lost in focus group interviews for example. 10 …”

Weaving a clinical academic career: Illuminating the method and pattern to follow

“…Taking further steps in clinical academic development is challenging. Clinicians report that developing in the dual role of clinician and academic is incredibly difficult, especially for those with family caring and financial responsibilities (Green et al, 2018;Van Oostveen et al, 2017). It seems a strategic approach is required, and so therapists must first consider their clinical academic goals, then develop awareness of the skills, knowledge and experience required to reach them, and finally reflect on their individual gaps in relation to these requirements and plan toward filling them, ideally integrating opportunities to do so within their roles.…”

“…It seems a strategic approach is required, and so therapists must first consider their clinical academic goals, then develop awareness of the skills, knowledge and experience required to reach them, and finally reflect on their individual gaps in relation to these requirements and plan toward filling them, ideally integrating opportunities to do so within their roles. This strategic development can be facilitated by networking with both peers and people working in more established clinical academic roles who know about clinical academic requirements and opportunities (Green et al, 2018;Van Oostveen et al, 2017). Receiving mentoring and support to assist with personal reflection, applying for opportunities and learning from inevitable rejections also aid in this development (Pain et al, 2015;Slade et al, 2018)).…”

“…Despite these developments in funding, opportunity and guidance, aspiring clinical academics continue to describe challenges to their career development. These include financial sacrifice, as fellowships are highly competitive to obtain and non-existent in some countries, job insecurities associated with academia and a lack of both support and infrastructure for roles that bridge healthcare and academia (Green et al, 2018;Van Oostveen et al, 2017). Although challenges exist for all, it has been suggested that occupational therapists lag behind other professions in terms of research outputs and confidence (Pighills et al, 2013).…”