Top tips for a teaching fellowship

Roberts, David; Morris, Simon George; Crees, Amy; Slade, Timothy; Jakeman, Nicola

doi:10.1111/tct.12200

Cited by 5 publications

(4 citation statements)

References 1 publication

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Section: Discussionsupporting

confidence: 86%

“…In accordance with other studies, the CTFs were found to be using the opportunity to decide upon their future careers, 8,9,13 enhance their CV, 6,9,14 develop skills as an educator 8,9,14 and take some time for their lives outside of clinical practice. 6,7,13 Given that 43% of trainees are uncertain about their specialty choice after Foundation training, 15 pausing to consider career options is understandable. There also seems to be a growing acknowledgement, in this 16 that a wider portfolio of activities, including teaching, may be a way for doctors to sustain job satisfaction throughout their clinical career.…”

Section: Discussionsupporting

confidence: 86%

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Clinical Teaching Fellows, the new norm?—Experiences of fellows and education faculty

Couchman

Donnachie

Tarr

et al. 2022

The Clinical Teacher

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Background In the United Kingdom, there is an increasing tendency for doctors in the first 2 years after graduation, to step off the training pathway and take up Clinical Teaching Fellow (CTF) positions. We aimed to explore stakeholder experiences of CTF positions to inform future planning and support. Methods Individual semi‐structured interviews with 10 stakeholders (five CTFs and five education faculty members) from one institution in England were conducted. Interviews explored the participants' views of the CTF position, its benefits and challenges. Inductive thematic analysis was performed. Results CTFs and education faculty views strongly aligned and three themes were identified. These were (1) developing a career, (2) developing confidence and competence as a clinical teacher and (3) developing a position that works for all. Participants reported that the CTF position allowed time for specialty decision making and curriculum‐vitae strengthening and provide CTFs with the opportunity to work autonomously and to establish a better work–life balance by stepping away from training pressures and focusing on other aspects of life. There were differing thoughts on how the position should be structured, although retaining a clinical role with boundaries to constrain competing responsibilities was important. Conclusion A brief hiatus in clinical training, where individuals feel supported to progress personally and professionally and to renew their energy for the next steps of clinical training, seems important. The ideologies of providing the CTFs with autonomy, time to explore options, recharge and form connections with colleagues should be considered when structuring the posts.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 86%

Clinical Teaching Fellows, the new norm?—Experiences of fellows and education faculty

Couchman

Donnachie

Tarr

et al. 2022

The Clinical Teacher

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“…Another study suggests that CTFs can struggle with issues such as stigma towards the role from other clinicians, and a difficulty in resisting the pressure to fill gaps in clinical rotas . Fortunately, a recent article in Clinical Teacher is directed at new CTFs to advise them how to make the most of their time in post …”

Section: What Are Ctfs?mentioning

confidence: 99%

Clinical teaching fellows: a mutually beneficial relationship

Marriott

Boyd

2020

Trends Urol & Men's Health

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“…It is also possible to undertake qualitative or quantitative educational research dealing with pedagogic research or curriculum development or validating the role of new technologies in education13. Fellowships in medical education offer a range of opportunities to develop as an educator including delivery of teaching (undergraduate and postgraduate), development of simulation programmes, designing curriculae, assessment of learning and evaluation of the quality of education 12,14.…”

Section: Non-scientific Opportunitiesmentioning

confidence: 99%

Options for taking time out of specialty training

Byng-Maddick

Walker‐Bone

2016

Clinical Medicine

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Trainees in higher specialty training programmes may have the option to take time out of their training programme to enhance or broaden their skills and perhaps develop a sub-specialty interest. Traditionally, out of programme experience has been mostly taken by clinical academic trainees in order to undertake a higher research degree. However, there are a growing number of other ways to usefully spend time out of programme. This article is intended to highlight the range of opportunities and explain the modern processes for obtaining permissions to enable trainees to make good choices for themselves.

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Top tips for a teaching fellowship

Cited by 5 publications

References 1 publication

Clinical Teaching Fellows, the new norm?—Experiences of fellows and education faculty

Clinical Teaching Fellows, the new norm?—Experiences of fellows and education faculty

Clinical teaching fellows: a mutually beneficial relationship

Options for taking time out of specialty training

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