Becoming a medical educator: motivation, socialisation and navigation
Identifieur interne : 001D32 ( Main/Curation ); précédent : 001D31; suivant : 001D33Becoming a medical educator: motivation, socialisation and navigation
Auteurs : Emma Bartle [Australie] ; Jill Thistlethwaite [Australie]Source :
- BMC Medical Education [ 1472-6920 ] ; 2014.
Descripteurs français
- KwdFr :
- MESH :
- organisation et administration : Enseignement médical.
- psychologie : Mentors, Personnel médical hospitalier.
- Choix de carrière, Corps enseignant et administratif en médecine, Entretiens comme sujet, Humains, Motivation, Objectifs, Queensland, Recherche biomédicale, Soutien social.
English descriptors
- KwdEn :
- MESH :
- organization & administration : Education, Medical.
- psychology : Medical Staff, Hospital, Mentors.
- Biomedical Research, Career Choice, Faculty, Medical, Goals, Humans, Interviews as Topic, Motivation, Queensland, Social Support, Workforce.
Abstract
Despite an increasing concern about a future shortage of medical educators, little published research exists on career choices in medical education nor the impact of specific training posts in medical education (e.g. academic registrar/resident positions). Medical educators at all levels, from both medical and non-medical backgrounds, are crucial for the training of medical students, junior doctors and in continuing professional development. We explored the motivations and experiences of junior doctors considering an education career and undertaking a medical education registrar (MER) post.
Data were collected through semi-structured interviews with junior doctors and clinicians across Queensland Health. Framework analysis was used to identify themes in the data, based on our defined research questions and the medical education workforce issues prompting the study. We applied socio-cognitive career theory to guide our analysis and to explore the experience of junior doctors in medical education registrar posts as they enter, navigate and fulfil the role.
We identified six key themes in the data: motivation for career choice and wanting to provide better education; personal goals, expectations and the need for self-direction; the influence of role models; defining one’s identity; support networks and the need for research as a potential barrier to pursuing a career in/with education. We also identified the similarities and differences between the MERs’ experiences to develop a composite of an MER’s journey through career choice, experience in role and outcomes.
There is growing interest from junior doctors in pursuing education pathways in a clinical environment. They want to enhance clinical teaching in the hospitals and become specialists with an interest in education, and have no particular interest in research or academia. This has implications for the recruitment and training of the next generation of clinical educators.
Url:
DOI: 10.1186/1472-6920-14-110
PubMed: 24885740
PubMed Central: 4047547
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PMC:4047547Le document en format XML
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<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Biomedical Research</term>
<term>Career Choice</term>
<term>Education, Medical (organization & administration)</term>
<term>Faculty, Medical</term>
<term>Goals</term>
<term>Humans</term>
<term>Interviews as Topic</term>
<term>Medical Staff, Hospital (psychology)</term>
<term>Mentors (psychology)</term>
<term>Motivation</term>
<term>Queensland</term>
<term>Social Support</term>
<term>Workforce</term>
</keywords>
<keywords scheme="KwdFr" xml:lang="fr"><term>Choix de carrière</term>
<term>Corps enseignant et administratif en médecine</term>
<term>Enseignement médical (organisation et administration)</term>
<term>Entretiens comme sujet</term>
<term>Humains</term>
<term>Mentors (psychologie)</term>
<term>Motivation</term>
<term>Objectifs</term>
<term>Personnel médical hospitalier (psychologie)</term>
<term>Queensland</term>
<term>Recherche biomédicale</term>
<term>Soutien social</term>
</keywords>
<keywords scheme="MESH" qualifier="organisation et administration" xml:lang="fr"><term>Enseignement médical</term>
</keywords>
<keywords scheme="MESH" qualifier="organization & administration" xml:lang="en"><term>Education, Medical</term>
</keywords>
<keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Mentors</term>
<term>Personnel médical hospitalier</term>
</keywords>
<keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Medical Staff, Hospital</term>
<term>Mentors</term>
</keywords>
<keywords scheme="MESH" xml:lang="en"><term>Biomedical Research</term>
<term>Career Choice</term>
<term>Faculty, Medical</term>
<term>Goals</term>
<term>Humans</term>
<term>Interviews as Topic</term>
<term>Motivation</term>
<term>Queensland</term>
<term>Social Support</term>
<term>Workforce</term>
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<keywords scheme="MESH" xml:lang="fr"><term>Choix de carrière</term>
<term>Corps enseignant et administratif en médecine</term>
<term>Entretiens comme sujet</term>
<term>Humains</term>
<term>Motivation</term>
<term>Objectifs</term>
<term>Queensland</term>
<term>Recherche biomédicale</term>
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<front><div type="abstract" xml:lang="en"><sec><title>Background</title>
<p>Despite an increasing concern about a future shortage of medical educators, little published research exists on career choices in medical education nor the impact of specific training posts in medical education (e.g. academic registrar/resident positions). Medical educators at all levels, from both medical and non-medical backgrounds, are crucial for the training of medical students, junior doctors and in continuing professional development. We explored the motivations and experiences of junior doctors considering an education career and undertaking a medical education registrar (MER) post.</p>
</sec>
<sec><title>Methods</title>
<p>Data were collected through semi-structured interviews with junior doctors and clinicians across Queensland Health. Framework analysis was used to identify themes in the data, based on our defined research questions and the medical education workforce issues prompting the study. We applied socio-cognitive career theory to guide our analysis and to explore the experience of junior doctors in medical education registrar posts as they enter, navigate and fulfil the role.</p>
</sec>
<sec><title>Results</title>
<p>We identified six key themes in the data: motivation for career choice and wanting to provide better education; personal goals, expectations and the need for self-direction; the influence of role models; defining one’s identity; support networks and the need for research as a potential barrier to pursuing a career in/with education. We also identified the similarities and differences between the MERs’ experiences to develop a composite of an MER’s journey through career choice, experience in role and outcomes.</p>
</sec>
<sec><title>Conclusions</title>
<p>There is growing interest from junior doctors in pursuing education pathways in a clinical environment. They want to enhance clinical teaching in the hospitals and become specialists with an interest in education, and have no particular interest in research or academia. This has implications for the recruitment and training of the next generation of clinical educators.</p>
</sec>
</div>
</front>
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