Strategies to build a clinician‐educator career

Supporting a teacher identity in health professions education: AMEE Guide No. 132

“…Mentoring and coaching programs have been shown to be an important constituent in developing a strong and resilient teacher identity (Sambunjak et al 2006;Kashiwagi et al 2013). Whilst careful and close mentoring can be helpful in developing skills in teaching, it can also be helpful in navigating institutional culture and providing access to networks and connections (Carey and Weissman 2010;Santhosh et al 2020). Below we provide three recommendations for supporting teacher identity through mentoring and coaching.…”

“…Peer mentoring has been found to be a more sustainable mentoring model than traditional mentoring, and one that leads to great and longer term socialisation (Carey and Weissman 2010). Peer mentoring also contributes to developing a community (Santhosh et al 2020) and thus supports identity development (Kalliola and Mahlakaarto 2011).…”

Guiding Academic Clinician Educators at Research-Intensive Institutions: a Framework for Chairs, Chiefs, and Mentors

“…3,9,31 Early on, clinician educators begin to define an area of interest, or a niche, and build a targeted knowledge base. 32 Identifying an academic niche starts with an unanswered question, an imperfect system, or a topic that sparks curiosity. Sample niche areas include a specific medical condition, the clinical reasoning curriculum, or a learner assessment strategy.…”

“…In parallel, junior clinician educators will gain teaching experience and skills. 8,32 Exploring volunteer teaching opportunities allows for recognition of one's own passion for settings (e.g., classroom or clinical) and learners (e.g., students or residents). 1,31 In addition, this helps the clinician educator build a reputation for excellence within close-knit local education communities.…”

“…35,36 For "BIG C" clinicians, a network may consist of professional communities focused on a medical condition (e.g., HIV) or a clinical setting (e.g., home care). 32 Among "BIG E" educators, focus on a learner level (e.g., medical students), or an instructional format (e.g., simulation), is common. 1 As they build expertise, junior faculty will further grow their network by delivering talks and participating in academic societies.…”