Fostering the clinician as teacher: A realist review.
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| Title: | Fostering the clinician as teacher: A realist review. |
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| Authors: | Brouwer, Hiske Joanna, Barry, Margot, Kluijtmans, Manon, Damoiseaux, Roger Anna Maria Joseph, de Groot, Esther |
| Source: | Medical Education. Feb2025, Vol. 59 Issue 2, p151-163. 13p. |
| Subjects: | Medical information storage & retrieval systems, School environment, Occupational roles, Medical education, Research funding, Teaching methods, Descriptive statistics, Systematic reviews, MEDLINE, Mathematical models, Physicians, Theory, Online information services, Data analysis software, ERIC (Information retrieval system), Professional competence |
| Abstract: | Background: Clinician‐teachers, physicians with educational responsibilities in either classroom or clinical setting, are assumed to add value by virtue of their dual role. The clinical responsibilities are often prioritised over the educational tasks. How and under which circumstances clinician‐teachers are able to perform their educational role and create added value for different stakeholders is currently unclear. Objectives: To identify for whom, how and under which circumstances educational activities executed by CTs by virtue of their dual role add value to others. Scope: CTs activities linking the system of education and clinical practice beyond direct patient interactions and purposefully executed. Methods: A realist review was conducted. Databases were searched in two stages: a narrow conventional search, followed by a comprehensive artificial intelligence‐aided search. Studies concerning clinician‐teachers' dual role were included. Realist analysis was applied to identify in which contexts resource mechanisms triggered reasoning mechanisms, which led to specific outcomes for different stakeholders. Results: Sixty‐six studies were included. In contexts where clinician‐teachers' dual role was formally recognised and valued, clinician‐teachers benefitted from the credibility and legitimacy bestowed on them, making the transfer of domain‐specific knowledge more impactful. In contexts where sociocultural differences between both systems existed, CTs were able to mediate and adjust recommendations aligned with stakeholders' perceived relevance. Also, contexts organised to support both roles made resource mechanisms more impactful. Clinician‐teachers added value to students' clinical competency and learning environment, and to educational organisations' curricular innovation. In their clinical workspace, clinician‐teachers added value by enhancing colleague physicians' teaching expertise, implementing educational innovations and recruiting students for scarce specialisms. Conclusion: Clinician‐teachers add value to students, colleague physicians and the clinical and educational contexts at large. Domain‐specific knowledge of both systems was important to gain credibility and achieve added value. Openness, formal recognition and allocated time for both roles in educational and clinical contexts towards the dual role are important to strengthen the impact of the dual role. This realist review describes the added value stakeholders derive from individuals adopting the dual roles of clinician and teacher, highlighting means of maximizing their benefits. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Clinician‐teachers, physicians with educational responsibilities in either classroom or clinical setting, are assumed to add value by virtue of their dual role. The clinical responsibilities are often prioritised over the educational tasks. How and under which circumstances clinician‐teachers are able to perform their educational role and create added value for different stakeholders is currently unclear. Objectives: To identify for whom, how and under which circumstances educational activities executed by CTs by virtue of their dual role add value to others. Scope: CTs activities linking the system of education and clinical practice beyond direct patient interactions and purposefully executed. Methods: A realist review was conducted. Databases were searched in two stages: a narrow conventional search, followed by a comprehensive artificial intelligence‐aided search. Studies concerning clinician‐teachers' dual role were included. Realist analysis was applied to identify in which contexts resource mechanisms triggered reasoning mechanisms, which led to specific outcomes for different stakeholders. Results: Sixty‐six studies were included. In contexts where clinician‐teachers' dual role was formally recognised and valued, clinician‐teachers benefitted from the credibility and legitimacy bestowed on them, making the transfer of domain‐specific knowledge more impactful. In contexts where sociocultural differences between both systems existed, CTs were able to mediate and adjust recommendations aligned with stakeholders' perceived relevance. Also, contexts organised to support both roles made resource mechanisms more impactful. Clinician‐teachers added value to students' clinical competency and learning environment, and to educational organisations' curricular innovation. In their clinical workspace, clinician‐teachers added value by enhancing colleague physicians' teaching expertise, implementing educational innovations and recruiting students for scarce specialisms. Conclusion: Clinician‐teachers add value to students, colleague physicians and the clinical and educational contexts at large. Domain‐specific knowledge of both systems was important to gain credibility and achieve added value. Openness, formal recognition and allocated time for both roles in educational and clinical contexts towards the dual role are important to strengthen the impact of the dual role. This realist review describes the added value stakeholders derive from individuals adopting the dual roles of clinician and teacher, highlighting means of maximizing their benefits. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03080110 |
| DOI: | 10.1111/medu.15476 |
