Becoming a medical educator: motivation, socialisation and navigation
Identifieur interne : 000958 ( Pmc/Curation ); précédent : 000957; suivant : 000959Becoming a medical educator: motivation, socialisation and navigation
Auteurs : Emma Bartle [Australie] ; Jill Thistlethwaite [Australie]Source :
- BMC Medical Education [ 1472-6920 ] ; 2014.
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.
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DOI: 10.1186/1472-6920-14-110
PubMed: 24885740
PubMed Central: 4047547
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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><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Hu, Wcy" uniqKey="Hu W">WCY Hu</name></author><author><name sortKey="Mccoll, Gj" uniqKey="Mccoll G">GJ McColl</name></author><author><name sortKey="Thistlethwaite, Je" uniqKey="Thistlethwaite J">JE Thistlethwaite</name></author><author><name sortKey="Schuwirth, Lwt" uniqKey="Schuwirth L">LWT Schuwirth</name></author><author><name sortKey="Wilkinson, T" uniqKey="Wilkinson T">T Wilkinson</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Foundation Programme Office, Uk" uniqKey="Foundation Programme Office U">UK Foundation Programme Office</name></author></analytic></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Harman, G" uniqKey="Harman G">G Harman</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Kumar, K" uniqKey="Kumar K">K Kumar</name></author><author><name sortKey="Roberts, C" uniqKey="Roberts C">C Roberts</name></author><author><name sortKey="Thistlethwaite, Je" uniqKey="Thistlethwaite J">JE Thistlethwaite</name></author></analytic></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Roberts, K" uniqKey="Roberts K">K Roberts</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Lent, Rw" uniqKey="Lent R">RW Lent</name></author><author><name sortKey="Brown, Sd" uniqKey="Brown S">SD Brown</name></author><author><name sortKey="Hackett, G" uniqKey="Hackett G">G Hackett</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Bandura, A" uniqKey="Bandura A">A Bandura</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Bandura, A" uniqKey="Bandura A">A Bandura</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Lent, Rw" uniqKey="Lent R">RW Lent</name></author><author><name sortKey="Brown, Sd" uniqKey="Brown S">SD Brown</name></author><author><name sortKey="Larkin, Kc" uniqKey="Larkin K">KC Larkin</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Hackett, G" uniqKey="Hackett G">G Hackett</name></author><author><name sortKey="Betz, Ne" uniqKey="Betz N">NE Betz</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Hackett, G" uniqKey="Hackett G">G Hackett</name></author><author><name sortKey="Lent, Rw" uniqKey="Lent R">RW Lent</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Sadri, G" uniqKey="Sadri G">G Sadri</name></author><author><name sortKey="Roberston, It" uniqKey="Roberston I">IT 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Irby</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Dornan, T" uniqKey="Dornan T">T Dornan</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Pope, C" uniqKey="Pope C">C Pope</name></author><author><name sortKey="Ziebland, S" uniqKey="Ziebland S">S Ziebland</name></author><author><name sortKey="Mays, N" uniqKey="Mays N">N Mays</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Dahlstrom, J" uniqKey="Dahlstrom J">J Dahlstrom</name></author><author><name sortKey="Dorai Raj, A" uniqKey="Dorai Raj A">A Dorai-Raj</name></author><author><name sortKey="Mcgill, D" uniqKey="Mcgill D">D McGill</name></author><author><name sortKey="Owen, C" uniqKey="Owen C">C Owen</name></author><author><name sortKey="Tymms, K" uniqKey="Tymms K">K Tymms</name></author><author><name sortKey="Watson, Da" uniqKey="Watson D">DA Watson</name></author></analytic></biblStruct><biblStruct><analytic><author><name 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Perkins</name></author><author><name sortKey="Richards, D" uniqKey="Richards D">D Richards</name></author><author><name sortKey="Garne, D" uniqKey="Garne D">D Garne</name></author></analytic></biblStruct></listBibl></div1></back></TEI><pmc article-type="research-article" xml:lang="en"><pmc-dir>properties open_access</pmc-dir>
<front><journal-meta><journal-id journal-id-type="nlm-ta">BMC Med Educ</journal-id><journal-id journal-id-type="iso-abbrev">BMC Med Educ</journal-id><journal-title-group><journal-title>BMC Medical Education</journal-title></journal-title-group><issn pub-type="epub">1472-6920</issn><publisher><publisher-name>BioMed Central</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">24885740</article-id><article-id pub-id-type="pmc">4047547</article-id><article-id pub-id-type="publisher-id">1472-6920-14-110</article-id><article-id pub-id-type="doi">10.1186/1472-6920-14-110</article-id><article-categories><subj-group subj-group-type="heading"><subject>Research Article</subject></subj-group></article-categories><title-group><article-title>Becoming a medical educator: motivation, socialisation and navigation</article-title></title-group><contrib-group><contrib contrib-type="author" corresp="yes" id="A1"><name><surname>Bartle</surname><given-names>Emma</given-names></name><xref ref-type="aff" rid="I1">1</xref><email>e.bartle@uq.edu.au</email></contrib><contrib contrib-type="author" id="A2"><name><surname>Thistlethwaite</surname><given-names>Jill</given-names></name><xref ref-type="aff" rid="I1">1</xref><email>j.thistlethwaite@uq.edu.au</email></contrib></contrib-group><aff id="I1"><label>1</label>Centre for Medical Education Research and Scholarship, School of Medicine, The University of Queensland, 288 Herston Road, Herston, QLD 4006, Australia</aff><pub-date pub-type="collection"><year>2014</year></pub-date><pub-date pub-type="epub"><day>31</day><month>5</month><year>2014</year></pub-date><volume>14</volume><fpage>110</fpage><lpage>110</lpage><history><date date-type="received"><day>21</day><month>10</month><year>2013</year></date><date date-type="accepted"><day>23</day><month>5</month><year>2014</year></date></history><permissions><copyright-statement>Copyright © 2014 Bartle and Thistlethwaite; licensee BioMed Central Ltd.</copyright-statement><copyright-year>2014</copyright-year><copyright-holder>Bartle and Thistlethwaite; licensee BioMed Central Ltd.</copyright-holder><license license-type="open-access" xlink:href="http://creativecommons.org/licenses/by/2.0"><license-p>This is an Open Access article distributed under the terms of the Creative Commons Attribution License (<ext-link ext-link-type="uri" xlink:href="http://creativecommons.org/licenses/by/2.0">http://creativecommons.org/licenses/by/2.0</ext-link>), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (<ext-link ext-link-type="uri" xlink:href="http://creativecommons.org/publicdomain/zero/1.0/">http://creativecommons.org/publicdomain/zero/1.0/</ext-link>) applies to the data made available in this article, unless otherwise stated.</license-p></license></permissions><self-uri xlink:href="http://www.biomedcentral.com/1472-6920/14/110"></self-uri><abstract><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></abstract></article-meta></front></pmc></record>Pour manipuler ce document sous Unix (Dilib)
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