Becoming a medical educator: motivation, socialisation and navigation

Bartle, Emma and Thistlethwaite, Jill (2014) Becoming a medical educator: motivation, socialisation and navigation. BMC Medical Education, 14 (Provisional) 110: 1-18. doi:10.1186/1472-6920-14-110


Author Bartle, Emma
Thistlethwaite, Jill
Title Becoming a medical educator: motivation, socialisation and navigation
Journal name BMC Medical Education   Check publisher's open access policy
ISSN 1472-6920
Publication date 2014-05-31
Sub-type Article (original research)
DOI 10.1186/1472-6920-14-110
Open Access Status DOI
Volume 14 (Provisional)
Issue 110
Start page 1
End page 18
Total pages 18
Place of publication London, United Kingdom
Publisher BioMed Central
Language eng
Formatted abstract
Background 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.

Methods 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.

Results 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.

Conclusions 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.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Medicine Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 8 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 11 times in Scopus Article | Citations
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Created: Mon, 02 Jun 2014, 22:55:59 EST by Dr Emma Bartle on behalf of School of Medicine