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Beyond the bedside: A scoping review of the experiences of non‐practising health care professionals in Health Professions Education.

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Title: Beyond the bedside: A scoping review of the experiences of non‐practising health care professionals in Health Professions Education.
Authors: Church, Helen R., Brown, Megan E. L., Govender, Lynelle, Clark, Deborah
Source: Medical Education. Mar2025, Vol. 59 Issue 3, p272-291. 20p.
Subjects: Health occupations school faculty, Employee retention, School environment, Medical education, Occupational roles, Educators, Labor mobility, Wages, Mentoring, Systematic reviews, Professions, Thematic analysis, College teacher attitudes, Labor demand, Employee recruitment, Professional licenses, Professional employee training, Social support, Psychosocial factors, Labor supply, Professional competence, Vocational guidance
Abstract: Introduction: The shortage of educators within Health Professions Education (HPE) threatens the optimal training of the future health care workforce. Furthermore, without recruitment of diverse and skilled faculty, targets to expand the workforce will not be possible. Non‐practising health care professionals offer extensive knowledge and qualifications within health care, without the competing clinical commitments of their clinical academic colleagues, and therefore are ideally positioned to support education and training initiatives. However, the limited available evidence suggests that these individuals face significant challenges transitioning from clinical to academic roles. The purpose of this scoping review is to address the research question 'What is known about the career experiences of non‐practicing healthcare professionals (defined as individuals with clinical backgrounds who no longer engage in direct patient care) across various professions and internationally, within the field of health professions education?'. To do so, we aim to map the global experiences of non‐practising health care professionals from different specialties and disciplines transitioning to HPE, with a view to both current support strategies that aim to recruit and retain these individuals and fuel future research in this area. Methods: Following Arksey and O'Malley's scoping review guidelines, a research question was formulated focussing on exploring the career experiences of non‐practising health care professionals now working in HPE. Searching seven literature databases and grey literature identified 51 articles for analysis. Both quantitative and qualitative methods were utilised to chart and thematically analyse data to identify key themes. Results: There has been a rise in publications on this topic, with most studies originating from the United States and focusing on nursing. Transition to academia is marked by significant challenges, including identity shifts, renumeration and professional progression tensions, licencing issues and financial concerns. Support systems are crucial to navigating new roles alongside personal/professional development but often lacking. Discussion: This scoping review highlights challenges and opportunities for non‐practising health care professionals in HPE. Additional support for making the transition to education, including structured onboarding processes and long‐term mentoring relationships, would be beneficial. Recognising the liminal space these professionals occupy might also facilitate more effective integration into academic roles, contributing to a more dynamic and inclusive HPE environment. Future research should explore these experiences from broader professional and geographical perspectives and employ an intersectional approach to fully understand and support this growing demographic in our field. .@helenrchurch et al. summarise the current evidence pertaining to clinician educators becoming non‐practicing, detailing how we can support them during this career move. [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Beyond the bedside: A scoping review of the experiences of non‐practising health care professionals in Health Professions Education.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Mar2025, Vol. 59 Issue 3, p272-291. 20p.
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  Label: Abstract
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  Data: Introduction: The shortage of educators within Health Professions Education (HPE) threatens the optimal training of the future health care workforce. Furthermore, without recruitment of diverse and skilled faculty, targets to expand the workforce will not be possible. Non‐practising health care professionals offer extensive knowledge and qualifications within health care, without the competing clinical commitments of their clinical academic colleagues, and therefore are ideally positioned to support education and training initiatives. However, the limited available evidence suggests that these individuals face significant challenges transitioning from clinical to academic roles. The purpose of this scoping review is to address the research question 'What is known about the career experiences of non‐practicing healthcare professionals (defined as individuals with clinical backgrounds who no longer engage in direct patient care) across various professions and internationally, within the field of health professions education?'. To do so, we aim to map the global experiences of non‐practising health care professionals from different specialties and disciplines transitioning to HPE, with a view to both current support strategies that aim to recruit and retain these individuals and fuel future research in this area. Methods: Following Arksey and O'Malley's scoping review guidelines, a research question was formulated focussing on exploring the career experiences of non‐practising health care professionals now working in HPE. Searching seven literature databases and grey literature identified 51 articles for analysis. Both quantitative and qualitative methods were utilised to chart and thematically analyse data to identify key themes. Results: There has been a rise in publications on this topic, with most studies originating from the United States and focusing on nursing. Transition to academia is marked by significant challenges, including identity shifts, renumeration and professional progression tensions, licencing issues and financial concerns. Support systems are crucial to navigating new roles alongside personal/professional development but often lacking. Discussion: This scoping review highlights challenges and opportunities for non‐practising health care professionals in HPE. Additional support for making the transition to education, including structured onboarding processes and long‐term mentoring relationships, would be beneficial. Recognising the liminal space these professionals occupy might also facilitate more effective integration into academic roles, contributing to a more dynamic and inclusive HPE environment. Future research should explore these experiences from broader professional and geographical perspectives and employ an intersectional approach to fully understand and support this growing demographic in our field. .@helenrchurch et al. summarise the current evidence pertaining to clinician educators becoming non‐practicing, detailing how we can support them during this career move. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/medu.15529
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 272
    Subjects:
      – SubjectFull: Health occupations school faculty
        Type: general
      – SubjectFull: Employee retention
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Occupational roles
        Type: general
      – SubjectFull: Educators
        Type: general
      – SubjectFull: Labor mobility
        Type: general
      – SubjectFull: Wages
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: Professions
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Labor demand
        Type: general
      – SubjectFull: Employee recruitment
        Type: general
      – SubjectFull: Professional licenses
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      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Labor supply
        Type: general
      – SubjectFull: Professional competence
        Type: general
      – SubjectFull: Vocational guidance
        Type: general
    Titles:
      – TitleFull: Beyond the bedside: A scoping review of the experiences of non‐practising health care professionals in Health Professions Education.
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              Text: Mar2025
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              Y: 2025
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