Annals On Call - The Importance of Clinician–Educators

2021 ◽  
pp. OC1
Author(s):  
Robert M. Centor ◽  
Kimberly D. Manning
Keyword(s):  
Clinician Educators

scholarly journals Recruiting and retaining clinician-educators

1997 ◽  
Vol 12 (S2) ◽  
pp. S83-S89 ◽  
Author(s):  
Lucy M. Osborn ◽  
Michael Sostok ◽  
Penny Ž. Castellano ◽  
Wayne Blount ◽  
William T. Branch
Keyword(s):  
Clinician Educators

scholarly journals Promoting Faculty Scholarship – An evaluation of a program for busy clinician-educators

2015 ◽  
Vol 6 (1) ◽  
pp. e43-e60 ◽  
Author(s):  
Stacia Reader ◽  
Alice Fornari ◽  
Sherenne Simon ◽  
Janet Townsend
Keyword(s):  
Program Participation ◽  
Structured Interviews ◽  
Research Skills ◽  
Protected Time ◽  
Part Time Faculty ◽  
Clinician Educators ◽  
Apply Research ◽  
Busy Clinician ◽  
Part Time ◽  
One Year

Background: Clinician educators face barriers to scholarship including lack of time, insufficient skills, and access to mentoring. An urban department of family medicine implemented a federally funded Scholars Program to increase the participants’ perceived confidence, knowledge and skills to conduct educational research.Method: A part-time faculty development model provided modest protected time for one year to busy clinician educators. Scholars focused on designing, implementing, and writing about a scholarly project. Scholars participated in skill seminars, cohort and individual meetings, an educational poster fair and an annual writing retreat with consultation from a visiting professor. We assessed the increases in the quantity and quality of peer reviewed education scholarship. Data included pre- and post-program self-assessed research skills and confidence and semi-structured interviews. Further, data were collected longitudinally through a survey conducted three years after program participation to assess continued involvement in educational scholarship, academic presentations and publications.Results: Ten scholars completed the program. Scholars reported that protected time, coaching by a coordinator, peer mentoring, engagement of project leaders, and involvement of a visiting professor increased confidence and ability to apply research skills. Participation resulted in academic presentations and publications and new educational leadership positions for several of the participants.Conclusions: A faculty scholars program emphasizing multi-level mentoring and focused protected time can result in increased confidence, skills and scholarly outcomes at modest cost.

Becoming a teacher of clinical reasoning

Diagnosis ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Robert L. Trowbridge ◽  
Andrew P.J. Olson
Keyword(s):  
Clinical Reasoning ◽  
Cognitive Biases ◽  
Diagnostic Reasoning ◽  
Dual Process ◽  
Diagnostic Process ◽  
Clinical Experiences ◽  
Context Specificity ◽  
Clinician Educators ◽  
Medical Educators

AbstractDiagnostic reasoning is one of the most challenging and rewarding aspects of clinical practice. As a result, facility in teaching diagnostic reasoning is a core necessity for all medical educators. Clinician educators’ limited understanding of the diagnostic process and how expertise is developed may result in lost opportunities in nurturing the diagnostic abilities of themselves and their learners. In this perspective, the authors describe their journeys as clinician educators searching for a coherent means of teaching diagnostic reasoning. They discuss the initial appeal and immediate applicability of dual process theory and cognitive biases to their own clinical experiences and those of their trainees, followed by the eventual and somewhat belated recognition of the importance of context specificity. They conclude that there are no quick fixes in guiding learners to expertise of diagnostic reasoning, but rather the development of these abilities is best viewed as a long, somewhat frustrating, but always interesting journey. The role of the teacher of clinical reasoning is to guide the learners on this journey, recognizing true mastery may not be attained, but should remain a goal for teacher and learner alike.

scholarly journals P016: Junior and senior clinician educators rank key medical education articles differently depending on topic

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S62-S62
Author(s):  
K. Lam ◽  
T.M. Chan ◽  
M. Gottlieb ◽  
S. Shamshoon
Keyword(s):  
Medical Education ◽  
Multilevel Regression ◽  
Diverse Range ◽  
Clinical Educators ◽  
Clinician Educators ◽  
Building Process ◽  
Senior Clinician ◽  
Significant Difference ◽  
Significant Divergence ◽  
Selection Of

Introduction: Medical education includes a diverse range of topics and disciplines. For junior clinician educators, it may be difficult to get a grasp of pertinent literature. Our study aims to retrospectively identify whether senior clinician educators (SCEs) and junior clinician educators (JCEs) differ in their selection of what they perceive as key medical education articles. Methods: As a part of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program, we developed a series of primer articles for JCEs over the preceding year, designed to enhance their educational growth by identifying and discussing key articles within specific medical education arenas. Each set of articles within the primer series were selected based on data collected from JCEs and SCEs, who ranked the specific articles with respect to their perceived relevancy to the JCEs. ANOVA analysis was performed for each of the nine primer series to determine whether there was a statistically significant difference between senior and junior CEs ratings of articles. Results: 216 total articles were evaluated within the nine different primer topics. Through a multilevel regression analysis of the data, no statistically significant difference was found between the rankings of papers by SCEs and JCEs (95%CI: -0.27, 0.40). However, a subgroup analysis of the data found that 3 of the 9 primers showed statistically significant divergence based on seniority (p<0.05). Conclusion: Based on this data, involvement of JCEs in the consensus-building process was important in identifying divergence in views between JCEs and SCEs in one-third of cases. To our knowledge, no other group have compared whether junior and senior clinical educators may have divergent opinions about the relevance of medical education literature. Our findings suggest that it may be important to involve JCEs in selecting articles that are worthwhile for their learning, since SCEs may not fully understand their needs.

AAIM Report on Master Teachers and Clinician Educators Part 1: Needs and Skills

2010 ◽  
Vol 123 (8) ◽  
pp. 769-773 ◽  
Author(s):  
Stephen A. Geraci ◽  
Stewart F. Babbott ◽  
Harry Hollander ◽  
Raquel Buranosky ◽  
Donna R. Devine ◽  
...  
Keyword(s):  
Master Teachers ◽  
Clinician Educators

Mentoring for Clinician–Educators

2004 ◽  
Vol 11 (12) ◽  
pp. 1346-1350
Author(s):  
Susan E. Farrell ◽  
Natalie M. Digioia ◽  
Kerry B. Broderick ◽  
Wendy C. Coates
Keyword(s):  
Clinician Educators

Promotion Criteria for Clinician-Educators

JAMA ◽  
1998 ◽  
Vol 279 (2) ◽  
pp. 116-116 ◽  
Author(s):  
N. L. Stotland
Keyword(s):  
Clinician Educators

scholarly journals A Survival Guide to Low-Resource Peer-Reviewed Creative Scholarship for Aspiring Clinician-Educators

2018 ◽  
Vol 42 (6) ◽  
pp. 841-846 ◽  
Author(s):  
Joel Yager ◽  
Alexis Ritvo ◽  
Julie H. Wolfe ◽  
Robert E. Feinstein
Keyword(s):  
Low Resource ◽  
Clinician Educators

scholarly journals Finding a path to growth as a leader: a medical learner perspective

BMJ Leader ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 56-58 ◽  
Author(s):  
David A Benrimoh ◽  
Jordan D Bohnen ◽  
Justin N Hall
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Leadership Skills ◽  
Leadership Education ◽  
Formal Training ◽  
Clinician Educators ◽  
Clinical Environments ◽  
Learner Perspective ◽  
Training Programmes ◽  
Postgraduate Medicine

Physicians are often required to lead teams in clinical and non-clinical environments but may not receive formal training in advance of these opportunities. In this commentary, three medical learners discuss their views on leadership education in undergraduate and postgraduate medicine, arguing that leadership development should be more explicitly integrated into training programmes and that medical leaders need to be better recognised for their contributions to this field, much like expert clinicians, clinician-educators and clinician-scientists are recognised for theirs. After reviewing the published literature in this domain, reflecting on their experiences engaging with medical leaders and attending a leadership education summit, the authors conclude that, as initial steps towards improving leadership training in medical education, faculties and programmes should commit to incorporating leadership training into their curricula, and strive to deliberately connect learners interested in leadership with practising clinician-leaders with an eye towards improving learners’ leadership skills. These first steps could help to catalyse the necessary shift towards improved leadership education and better patient care.

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