Christoph Nikendei1, Miriam Friedman Ben-David2, Stewart Mennin3, Sören Huwendiek4. 1. a University of Heidelberg Medical Hospital , Germany . 2. b Tel Aviv University Sackler School of Medicine , Israel . 3. c University of New Mexico School of Medicine , USA . 4. d Institute of Medical Education, Faculty of Medicine, University of Bern , Switzerland.
Abstract
BACKGROUND: Little is known about medical educators' self-definition. AIMS: The aim of this study is to survey an international community of medical educators focusing on the medical educators' self-definition. METHODS: Within a comprehensive, web-based survey, an open question on the participants' views of how they would define a "medical educator" was sent to 2200 persons on the mailing list of the Association for Medical Education in Europe. The free text definitions were analysed using qualitative thematic analysis. RESULTS: Of the, 2200 medical educators invited to participate, 685 (31.1%) provided a definition of a "medical educator". The qualitative analysis of the free text definitions revealed that medical educators defined themselves in 13 roles, primarily as "Professional Expert", "Facilitator", "Information Provider", "Enthusiast", "Faculty Developer", "Mentor", "Undergraduate and Postgraduate Trainer", "Curriculum Developer", "Assessor and Assessment Creator", and "Researcher". CONCLUSIONS: Our survey revealed that medical educators predominantly define themselves as "Professional Experts" and identified 12 further self-defined roles of a medical educator, several of which not to have been reported previously. The results can be used to further the understanding of our professional identity.
BACKGROUND: Little is known about medical educators' self-definition. AIMS: The aim of this study is to survey an international community of medical educators focusing on the medical educators' self-definition. METHODS: Within a comprehensive, web-based survey, an open question on the participants' views of how they would define a "medical educator" was sent to 2200 persons on the mailing list of the Association for Medical Education in Europe. The free text definitions were analysed using qualitative thematic analysis. RESULTS: Of the, 2200 medical educators invited to participate, 685 (31.1%) provided a definition of a "medical educator". The qualitative analysis of the free text definitions revealed that medical educators defined themselves in 13 roles, primarily as "Professional Expert", "Facilitator", "Information Provider", "Enthusiast", "Faculty Developer", "Mentor", "Undergraduate and Postgraduate Trainer", "Curriculum Developer", "Assessor and Assessment Creator", and "Researcher". CONCLUSIONS: Our survey revealed that medical educators predominantly define themselves as "Professional Experts" and identified 12 further self-defined roles of a medical educator, several of which not to have been reported previously. The results can be used to further the understanding of our professional identity.
Authors: Tracey Collett; Steve Capey; James Edwards; Darrell J Evans; John C McLachlan; Helen Watson; David Bristow Journal: FEBS Open Bio Date: 2021-10-06 Impact factor: 2.693
Authors: Rosa Nelly Cavazos Montemayorr; Jose A Elizondo-Leal; Yoel Adbel Ramírez Flores; Ximena Cors Cepeda; Mildred Lopez Journal: Med Educ Online Date: 2020-12