Medical educators: the rich symbiosis between clinical and teaching roles

Lake, Jonathan; Bell, Jane

doi:10.1111/tct.12358

Cited by 12 publications

(10 citation statements)

References 6 publications

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“…CEs described educating as being inherent in their therapist role which involved educating patients and their family members on a daily basis. This finding contrasts with existing literature on medical educators’ experiences in which medical educators perceived the similarities between clinical and educator roles predominantly as the transferability of communication skills and diagnostic thinking from clinical practice to educational situations 18. This is likely due to the difference in job nature between doctors and therapists - that is, patient education occupies a larger proportion of time in therapy work compared with medical work.…”

Section: Discussioncontrasting

confidence: 82%

“…These unpredictable interruptions caused by turning the identity ‘on’ and ‘off’ may cause heightened distress 13. Lake and Bell’s study18 showed that medical educators constructed common meanings between their educator and clinician roles and described a reciprocal relationship between both roles. However, it was unclear if the shared meanings between educator and clinician roles would facilitate identity verification.…”

Section: Introductionmentioning

confidence: 99%

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Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists

Ong¹,

Lee²,

Lee

et al. 2019

BMJ Open

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ObjectiveClinician educators (CEs) frequently report tensions in their professional identities as clinicians and educators, although some perceive a reciprocal relationship between clinical and teaching roles. However, it is unknown if the shared meanings of clinicians’ multiple job roles translate to identity verification. We sought to examine CEs’ perceptions of their clinician and educator roles and the influence of their perceptions on the salience of their professional identities.DesignQualitative individual interviews and focus groups, analysed using framework analytic approach.Setting and participants23 occupational therapy (OT) and 16 physiotherapy (PT) educators from two acute hospitals and one rehabilitation unit in Singapore.ResultsPT and OT CEs constructed shared meanings of their clinician and educator roles through overcoming feelings of unease and inadequacy, discovering commonalities and establishing relevance. However, shared meanings between clinician and educator roles might not necessarily lead to mutual verification of their professional identities. Individuals’ cognitive flexibility and openness to additional roles, and organisations’ expectations had a mediating effect on the identity integration process. Less experienced CEs reported feelings of distress juggling the competing demands of both clinician and educator roles, whereas more experienced CEs appeared to be more capable of prioritising their job roles in different situations, which could be a result of differences in adaptation to frequent interruptions in clinical setting. Emphasis on patient statistics could result in failure in achieving identity verification, leading to feelings of distress.ConclusionFaculty developers should take into consideration the episodic nature of the educator identity construction process and develop induction programmes to assist CEs in building integrated identities.

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Section: Discussioncontrasting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists

Ong¹,

Lee²,

Lee

et al. 2019

BMJ Open

View full text Add to dashboard Cite

show abstract

“…Participants typically viewed their multiple identities in a hierarchical fashion, with activities related to their clinical identity taking precedence. 22 Many viewed being a GP and a supervisor as complementary, 23,24 with supervisors establishing a sense of balance between their roles over time. 22 As GPs incorporated supervision into their daily clinical work, the two roles became more synchronous.…”

Section: Discussionmentioning

confidence: 99%

‘Your head can literally be spinning’: A qualitative study of general practice supervisors’ professional identity

Garth¹,

Kirby²,

Nestel³

et al. 2019

Aust J Gen Pract

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“…It is the teachers in the two latter groups who experience less tensions and who are more likely to see positive connections between the different roles. For example, these teachers hold that expertise in clinical practice reinforces their credibility as a teacher (Davies et al 2011) or that having a formal educational role enhances their status amongst clinical peers (Lake and Bell 2016). Other positive connections between the different roles concern strongly holding the view that being a physician implicitly also means being a teacher, or seeing the development in one role as positively impacting on the other (Steinert and Macdonald 2015;Van Lankveld et al 2017a).…”

Section: Developing a Teacher Identity In Health Professions Educationmentioning

confidence: 99%

Supporting a teacher identity in health professions education: AMEE Guide No. 132

Lankveld

Thampy

Cantillon³

et al. 2020

Medical Teacher

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This guide provides an understanding of what teacher identity is and how it can be developed and supported. Developing a strong teacher identity in the context of health professions education is challenging, because teachers combine multiple roles and the environment usually is more supportive to the identity of health practitioner or researcher than to that of teacher. This causes tensions for those with a teaching role. However, a strong teacher identity is important because it enhances teachers' intention to stay in health professions education, their willingness to invest in faculty development, and their enjoyment of the teaching role. The guide offers recommendations on how to establish workplace environments that support teacher identity rather than marginalise it. Additionally, the guide offers recommendations for establishing faculty development approaches that are sensitive to teacher identity issues. Finally, the guide provides suggestions for individual teachers in relation to what they can do themselves to nurture it.

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Medical educators: the rich symbiosis between clinical and teaching roles

Cited by 12 publications

References 6 publications

Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists

Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists

‘Your head can literally be spinning’: A qualitative study of general practice supervisors’ professional identity

Supporting a teacher identity in health professions education: AMEE Guide No. 132

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