Exploring perceptions of the transition from health science practitioner to academic

Abstract

Transitioning from a clinical practitioner to an educator in the health sciences is a difficult task for many professionals. Although, clinically, these individuals have achieved a level of expertise, they are not necessarily trained to teach in a classroom setting and may find it difficult to transition into their role as novice. The purpose of this qualitative case study was to examine faculty members' preparedness during their transition to academia and their perceptions of the need for more support during the first 5 years of teaching. Vygotsky's and Dewey's theories of social constructivism and Knowles's assumptions of adult learning provided the framework for this research. The main research question focused on exploring perceptions about instructional preparedness and support for university educators, at a university in Detroit, Michigan, in health science fields. The data sources were interviews and observations from 9 health science faculty members. Interviews were coded based on perceptive categories such as experiences, knowledge, and opinions, whereas observations were coded using recurrent patterns of identified standards of university teaching based on teaching preparedness. Results showed 5 areas where the participants felt they needed more support: peer mentoring, administration support, institutional support, interaction with students, and instructional methodology technology training. Findings may provide insight to university administrators on strategies to provide more effective professional development to health science educators. Potential implications for positive social change

The Role of Mentoring in Recruiting and Retaining Minority Physician Assistant Faculty

“…While minority PA participants were willing to leave clinical practice and assume new roles as PA educators, they lacked pedagogical training, which is crucial in educating future PA clinicians effectively. 32 Both this study and current literature highlight the lack of mentoring and professional development opportunities pertinent to PA education. PA faculty participants reported that mentoring experiences were primarily informal and mainly provided by peers within their programs or through networking with minority PA faculty outside of their institutions.…”

“…Teaching in the health science professions requires a high skill level to meet teaching standards. 32 As participants discussed their preparation experience, all reported that they had received no training in the form of mentoring or professional development. This is consistent with findings from PAEA 33 reporting that 70% of new PA faculty who transition from clinical practice to academia lack formal pedagogical training.…”

Thresholds and Liminal Spaces

“…Harland et al (2014) and Matsumoto (2016) identified the importance of the individual sense of identity and how this can positively link to transformation in teaching practices. Newer teachers also reported imposter syndrome linked to identity as an academic (Stewart, 2019). However, belonging and a sense of community, or group identity, appears to be equally, if not more influential in navigating trouble and liminality.…”

“…This appeared to be aggravated by the contrast with teachers' 'home' disciplines, where their sense of being expert contrasted with feelings of being a novice when learning about pedagogy (Marquis et al, 2017;Webb, 2015). For Stewart (2019) tension between subject knowledge and confidence in delivering teaching was also manifested in clinicians transitioning into academic posts. This trouble and liminality linked not just to personal comparisons between disciplinary expertise and learning about learning and pedagogy but also to views of disciplinary colleagues, who did not always appear to value the study of learning and teaching (Flavell et al, 2019;Manarin & Abrahamson, 2016;Warhurst, 2006).…”

“…The literature also highlighted affective or emotional experiences, adding to the liminality that teachers felt (Ruiz & Machado-Casas, 2013), including feelings of being unable to assimilate pedagogical concepts (Clavert et al, 2014). For some liminality was manifested by expressions of being an imposter and lacking confidence (Johnson et al, 2014;Murray & Male, 2005;Ruiz & Machado-Casas, 2013;Stewart, 2019;Weller, 2011). Throughout the literature reviewed, liminality and trouble came through generally, as well as for specific aspects of teaching, such as ideas and practice associated with digital education (Johnson et al, 2014).…”