HOW SENIOR CLINICIANS PERCEIVE THEIR ROLES AS CLINICIAN EDUCATOR

Harlina Halizah Siraj, Noorlaili Tauhid, Seng Fah Tong, Jayne Lysk, Clare Delany

Abstract


Phenomenon : Clinical reasoning is a central component of clinician competence and a crucial skill for students and trainees to learn. Experience and years of practice contribute significantly to competence in clinical reasoning. The roles of clinicians in educating and nurturing learners and novices to be competent diagnosticians of the future are of paramount importance. This study explored how senior clinicians perceive their roles in teaching clinical reasoning in the context of an established local Malaysian medical school.

 

Approach: The study used a qualitative approach drawing from interpretivism and constructivism methodology. In-depth interviews were conducted with six senior clinicians, all were conferred Emeritus professorship by the institution for their experience in clinical teaching. Area explored during the interview was the roles of the clinical teacher in teaching clinical reasoning. Interviews were recorded and transcribed verbatim. Data were analysed using thematic approach to identify different roles participant adopted while teaching clinical reasoning.

 

Findings: Five main categories of teaching roles were identified : superior teacher; facilitative coach; enthusiastic co-learner; patient advocate and fairy godparent. Senior clinicians spoke about clinical reasoning -not as a specific skill or area to be learnt in isolation, but as an intrinsic part of practising medicine. They described their role in teaching clinical reasoning as to be an intrinsic component of their identity as medical doctors. Teaching clinical reasoning was connected to role as a teacher and role as a clinician, and then integrated into their identity as a clinician educator.

 

Insights: Senior clinicians developed their ‘educator’ roles gradually, determined by their beliefs about effective teaching, and the culture and nature of the medical disciplines they belonged to. Their description of their teaching goals and strategies demonstrated flexibility, enthusiasm, devotion, humility and life-long learning commitment. The data also highlights the potential value of junior clinician educators undertaking formalised training to facilitate the development and integration of their identities as both teacher and clinician.

 


Keywords


Clinical reasoning; senior clinicians; clinical teaching; teaching roles

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