Response to: ‘Professional identity in clinician-scientists: brokers between care and science’

Win, Sanda

doi:10.1111/medu.13385

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…Clinical data across the disciplines and specialties are available from Singhealth institutions. In fact the integration of the two entities has resulted in the formation of Academic Medicine Research Institute (AMRI) [17,[34][35][36]. For Emergency Medicine Residency, there is a dedicated CS track, where the resident spends an additional year doing research activities.…”

Section: The Clinician-scientist Clinician Researcher and Clinician I...mentioning

confidence: 99%

Career Development and Progression for Emergency Physicians Training: From Apprenticeship to “ClinicianPlus”

Lateef¹

2023

Curr Res Emerg Med

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Apprenticeship has always been the model of nurturing younger clinicians and medical students with “on the job” training. This period of experiential learning, astute observations and instructions are valuable in helping the growth and development of the next generation of professionals. The apprenticeship model is applicable across many disciplines of Medicine, including Emergency Medicine. This is also the model in use in the development of “Clinicians First; Clinicians Plus” program. Emergency physicians must be good, astute clinicians first. Then, based on their inclination, interest and talent, they have the option to select training tracks such as The Clinician-Educator, The Clinician-Scientist, The ClinicianInnovator or The Clinician-Entrepreneur tracks. These are just a few examples of the specialized training available. Each of the track will have a structured curriculum and training guidelines to ensure the necessary exposure, knowledge and information acquisition, immersive experiential learning with appropriate, dedicated mentors. For senior residents in Emergency Medicine, their growth in these different areas can be monitored using established frameworks. Commencing this immersion earlier, at the medical student level, is also possible. This is what is being done at Duke NUS Graduate Medical School. This unique approach helps prepare students not just to practice Medicine, but also, how to improve patients’ lives and make a difference, whilst at the same be allowed to pursue and develop in an area they find exciting and stimulating. Not only that, but their contributions, innovations, research and educational prowess will help shape the future of Emergency Medicine and how it is practiced.

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Section: The Clinician-scientist Clinician Researcher and Clinician I...mentioning

confidence: 99%

Career Development and Progression for Emergency Physicians Training: From Apprenticeship to “ClinicianPlus”

Lateef¹

2023

Curr Res Emerg Med

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“…Nevertheless, as a consequence, our results might be coloured by "survivor bias". As Win (2017) argues, fulfilling the role of CSs is very demanding, and many CSs might choose to continue their career in the one they feel most passionate about; either in clinical practice or science. However, this does not necessarily mean that these professionals do not fulfil a brokerage type anymore (Win 2017).…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

“…As Win (2017) argues, fulfilling the role of CSs is very demanding, and many CSs might choose to continue their career in the one they feel most passionate about; either in clinical practice or science. However, this does not necessarily mean that these professionals do not fulfil a brokerage type anymore (Win 2017). In the longitudinal approach, advocated for in the previous section, it would be possible to map their career path and the decisions that they make along that path.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

Clinician-Scientists in-and-between Research and Practice: How Social Identity Shapes Brokerage

Groot

Baggen

Moolenaar

et al. 2020

Minerva

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Clinician-scientists (CSs) are vital in connecting the worlds of research and practice. Yet, there is little empirical insight into how CSs perceive and act upon their in-and-between position between these socio-culturally distinct worlds. To better understand and support CSs’ training and career development, this study aims to gain insight into CSs’ social identity and brokerage. The authors conducted semi-structured, in-depth interviews with 17, purposively sampled, CSs to elicit information on their social identity and brokerage. The CSs differ in how they perceive their social identity. Some CSs described their social identity strongly as either a research or clinical identity (dominant research or clinical identity). Other CSs described combined research and clinical identities, which might sometimes be compartmentalised, intersected or merged (non-dominant-identity). In the types of brokerage that they employ, all CSs act as representatives. CSs with a non-dominant identity mostly act as liaison and show considerable variability in their repertoire, including representative and gatekeeper. CSs with a dominant identity have less diversity in their brokerage types. Those with a dominant research identity typically act as a gatekeeper. Combining lenses of social identity theory and brokerage types helps understand CSs who have a dual position in-and-between the worlds of clinical practice and research. Professional development programs should explicitly address CSs’ professional identities and subsequent desired brokerage. Research and policy should aim to clarify and leverage the position of CSs in-and-between research and practice.

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Response to: ‘Professional identity in clinician-scientists: brokers between care and science’

Cited by 2 publications

References 2 publications

Career Development and Progression for Emergency Physicians Training: From Apprenticeship to “ClinicianPlus”

Career Development and Progression for Emergency Physicians Training: From Apprenticeship to “ClinicianPlus”

Clinician-Scientists in-and-between Research and Practice: How Social Identity Shapes Brokerage

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