How can clinician-educator training programs be optimized to match clinician motivations and concerns?
Brendan McCullough, Gregory E Marton, Christopher J Ramnanan Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada Background: Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical t...
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| Format: | Article |
| Language: | English |
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Dove Medical Press
2015-01-01
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| Series: | Advances in Medical Education and Practice |
| Online Access: | http://www.dovepress.com/how-can-clinician-educator-training-programs-be-optimized-to-match-cli-peer-reviewed-article-AMEP |
| _version_ | 1828843777902510080 |
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| author | McCullough B Marton GE Ramnanan CJ |
| author_facet | McCullough B Marton GE Ramnanan CJ |
| author_sort | McCullough B |
| collection | DOAJ |
| description | Brendan McCullough, Gregory E Marton, Christopher J Ramnanan Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada Background: Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of producing quality clinician-educator teaching remains unclear. The goal of this study was to review the literature to identify motivations and perceived barriers to clinician-educators, which in turn will improve clinician-educator training programs to better align with clinician-educator needs and concerns. Methods: Review of medical education literature using the terms “attitudes”, “motivations”, “physicians”, “teaching”, and “undergraduate medical education” resulted in identification of key themes revealing the primary motivations and barriers involved in physicians teaching undergraduate medical students. Results: A synthesis of articles revealed that physicians are primarily motivated to teach undergraduate students for intrinsic reasons. To a lesser extent, physicians are motivated to teach for extrinsic reasons, such as rewards or recognition. The key barriers deterring physicians from teaching medical students included: decreased productivity, lack of compensation, increased length of the working day, patient concerns/ethical issues, and lack of confidence in their own ability. Conclusion: Our findings suggest that optimization of clinician-educator training programs should address, amongst other factors, time management concerns, appropriate academic recognition for teaching service, and confidence in teaching ability. Addressing these issues may increase the retention of clinicians who are active and proficient in medical education. Keywords: clinician-educators, teaching, undergraduate medical education |
| first_indexed | 2024-12-12T20:51:57Z |
| format | Article |
| id | doaj.art-418283b6a80744b0aeb08ea2cb8394da |
| institution | Directory Open Access Journal |
| issn | 1179-7258 |
| language | English |
| last_indexed | 2024-12-12T20:51:57Z |
| publishDate | 2015-01-01 |
| publisher | Dove Medical Press |
| record_format | Article |
| series | Advances in Medical Education and Practice |
| spelling | doaj.art-418283b6a80744b0aeb08ea2cb8394da2022-12-22T00:12:23ZengDove Medical PressAdvances in Medical Education and Practice1179-72582015-01-012015default455420075How can clinician-educator training programs be optimized to match clinician motivations and concerns?McCullough BMarton GERamnanan CJBrendan McCullough, Gregory E Marton, Christopher J Ramnanan Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada Background: Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of producing quality clinician-educator teaching remains unclear. The goal of this study was to review the literature to identify motivations and perceived barriers to clinician-educators, which in turn will improve clinician-educator training programs to better align with clinician-educator needs and concerns. Methods: Review of medical education literature using the terms “attitudes”, “motivations”, “physicians”, “teaching”, and “undergraduate medical education” resulted in identification of key themes revealing the primary motivations and barriers involved in physicians teaching undergraduate medical students. Results: A synthesis of articles revealed that physicians are primarily motivated to teach undergraduate students for intrinsic reasons. To a lesser extent, physicians are motivated to teach for extrinsic reasons, such as rewards or recognition. The key barriers deterring physicians from teaching medical students included: decreased productivity, lack of compensation, increased length of the working day, patient concerns/ethical issues, and lack of confidence in their own ability. Conclusion: Our findings suggest that optimization of clinician-educator training programs should address, amongst other factors, time management concerns, appropriate academic recognition for teaching service, and confidence in teaching ability. Addressing these issues may increase the retention of clinicians who are active and proficient in medical education. Keywords: clinician-educators, teaching, undergraduate medical educationhttp://www.dovepress.com/how-can-clinician-educator-training-programs-be-optimized-to-match-cli-peer-reviewed-article-AMEP |
| spellingShingle | McCullough B Marton GE Ramnanan CJ How can clinician-educator training programs be optimized to match clinician motivations and concerns? Advances in Medical Education and Practice |
| title | How can clinician-educator training programs be optimized to match clinician motivations and concerns? |
| title_full | How can clinician-educator training programs be optimized to match clinician motivations and concerns? |
| title_fullStr | How can clinician-educator training programs be optimized to match clinician motivations and concerns? |
| title_full_unstemmed | How can clinician-educator training programs be optimized to match clinician motivations and concerns? |
| title_short | How can clinician-educator training programs be optimized to match clinician motivations and concerns? |
| title_sort | how can clinician educator training programs be optimized to match clinician motivations and concerns |
| url | http://www.dovepress.com/how-can-clinician-educator-training-programs-be-optimized-to-match-cli-peer-reviewed-article-AMEP |
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