Jonathan Sherbino1, Jason R Frank, Linda Snell. 1. Dr. Sherbino is associate professor of medicine and director of continuing professional education, Division of Emergency Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada, and clinician-educator, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. Dr. Frank is associate professor and director of educational research and development, Department of Emergency Medicine, University of Ottawa, and director, Specialty Education, Strategy, and Standards, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. Dr. Snell is professor of medicine and core faculty member, Centre for Medical Education, McGill University, Montreal, Quebec, Canada, and senior clinician-educator, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada.
Abstract
PURPOSE: To determine a consensus definition of a clinician-educator and the related domains of competence. METHOD: During September 2010 to March 2011, the authors conducted a two-phase mixed-methods national study in Canada using (1) focus groups of deans of medicine and directors of medical education centers to define the attributes, domains of competence, and core competencies of clinician-educators using a grounded theory analysis, and (2) a survey of 1,130 deans, academic chairs, and residency program directors to validate the focus group results. RESULTS: The 22 focus group participants described being active in clinical practice, applying theory to practice, and engaging in education scholarship-but not holding a particular administrative position-as essential attributes of clinician-educators. Program directors accounted for 68% of the 350 survey respondents, academic chairs for 19%, and deans for 13% (response rate: 31%). Among respondents, 85% endorsed the need for physicians with advanced training in medical education to serve as educational consultants. Domains of clinician-educator competence endorsed by >85% of respondents as important or very important were assessment, communication, curriculum development, education theory, leadership, scholarship, and teaching. With regard to training requirements, 55% endorsed a master's degree in education as effective preparation, whereas 39% considered faculty development programs effective. CONCLUSIONS: On the basis of this study's findings, the authors defined a clinician-educator as a clinician active in health professional practice who applies theory to education practice, engages in education scholarship, and serves as a consultant to other health professionals on education issues.
PURPOSE: To determine a consensus definition of a clinician-educator and the related domains of competence. METHOD: During September 2010 to March 2011, the authors conducted a two-phase mixed-methods national study in Canada using (1) focus groups of deans of medicine and directors of medical education centers to define the attributes, domains of competence, and core competencies of clinician-educators using a grounded theory analysis, and (2) a survey of 1,130 deans, academic chairs, and residency program directors to validate the focus group results. RESULTS: The 22 focus group participants described being active in clinical practice, applying theory to practice, and engaging in education scholarship-but not holding a particular administrative position-as essential attributes of clinician-educators. Program directors accounted for 68% of the 350 survey respondents, academic chairs for 19%, and deans for 13% (response rate: 31%). Among respondents, 85% endorsed the need for physicians with advanced training in medical education to serve as educational consultants. Domains of clinician-educator competence endorsed by >85% of respondents as important or very important were assessment, communication, curriculum development, education theory, leadership, scholarship, and teaching. With regard to training requirements, 55% endorsed a master's degree in education as effective preparation, whereas 39% considered faculty development programs effective. CONCLUSIONS: On the basis of this study's findings, the authors defined a clinician-educator as a clinician active in health professional practice who applies theory to education practice, engages in education scholarship, and serves as a consultant to other health professionals on education issues.
Authors: Jennifer C Kesselheim; Charles P Clayton; Josel Fritz; Roy E Smith; Scott D Gitlin; Erin Reid; Kenneth S Zuckerman; Marc J Kahn Journal: J Cancer Educ Date: 2019-08 Impact factor: 2.037
Authors: H Carrie Chen; Maria A Wamsley; Amin Azzam; Katherine Julian; David M Irby; Patricia S O'Sullivan Journal: Teach Learn Med Date: 2016-11-04 Impact factor: 2.414
Authors: Megan Boysen-Osborn; Robert Cooney; Michael Gottlieb; Teresa M Chan; Aaron Brown; Andrew King; Adam Tobias; Brent Thoma Journal: West J Emerg Med Date: 2017-05-01