Training Across Boundaries

Arulanandam, Sherlie; Macpherson, Rob

doi:10.1111/tct.12259

Cited by 7 publications

(7 citation statements)

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“…Both theoretical frameworks have the potential for wider applications in the area of medical education. The medical world is highly specialised and fragmented, and the boundary crossing perspective is useful for the study of interaction and learning between different contexts, such as in interprofessional learning wards, clinical placements, management of clinical placements and postgraduate education . Dialogical self theory is useful for understanding the perception of one's unified self, whilst accounting for a diversity of identities.…”

Section: Discussionmentioning

confidence: 99%

“…The medical world is highly specialised and fragmented, and the boundary crossing perspective is useful for the study of interaction and learning between different contexts, such as in interprofessional learning wards, 39 clinical placements, 40 management of clinical placements 41 and postgraduate education. 42 Dialogical self theory is useful for understanding the perception of one's unified self, whilst accounting for a diversity of identities. Therefore, it is well suited to the study of professional identity development across multiple roles such as those that occur in academic settings in which teaching, care, research and (often in later stages) management form parts of an individual's career.…”

Section: Dialogical Self Theory and Boundary Crossing As Theoretical mentioning

confidence: 99%

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Professional identity in clinician-scientists: brokers between care and science

et al. 2017

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ContextDespite increasing numbers of publications, science often fails to significantly improve patient care. Clinician‐scientists, professionals who combine care and research activities, play an important role in helping to solve this problem. However, despite the ascribed advantages of connecting scientific knowledge and inquiry with health care, clinician‐scientists are scarce, especially amongst non‐physicians. The education of clinician‐scientists can be complex because they must form professional identities at the intersection of care and research. The successful education of clinician‐scientists requires insight into how these professionals view their professional identity and how they combine distinct practices.ObjectivesThis study sought to investigate how recently trained nurse‐ and physiotherapist‐scientists perceive their professional identities and experience the crossing of boundaries between care and research.MethodsSemi‐structured interviews were conducted with 14 nurse‐ and physiotherapist‐scientists at 1 year after they had completed MSc research training. Interviews were thematically analysed using insights from the theoretical frameworks of dialogical self theory and boundary crossing.ResultsAfter research training, the initial professional identity, of clinician, remained important for novice clinician‐scientists, whereas the scientist identity was experienced as additional and complementary. A meta‐identity as broker, referred to as a ‘bridge builder’, seemed to mediate competing demands or tensions between the two positions. Obtaining and maintaining a dual work position were experienced as logistically demanding; nevertheless, it was considered beneficial for crossing the boundaries between care and research because it led to reflection on the health profession, knowledge integration, inquiry and innovation in care, improved data collection, and research with a focus on clinical applicability.ConclusionsNovice clinician‐scientists experience dual professional identities as care providers and scientists. The meta‐position of being a broker who connects care and research is seen as core to the unique clinician‐scientist identity. To develop this role, identity formation and boundary‐crossing competencies merit explicit attention within clinician‐scientist programmes.

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Section: Discussionmentioning

confidence: 99%

Section: Dialogical Self Theory and Boundary Crossing As Theoretical mentioning

confidence: 99%

Professional identity in clinician-scientists: brokers between care and science

et al. 2017

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Section: Dialogical Self Theory and Boundary Crossing As Theoretical Perspectivesmentioning

confidence: 99%

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2017

Med Educ

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CONTEXT Despite increasing numbers of publications, science often fails to significantly improve patient care. Clinician-scientists, professionals who combine care and research activities, play an important role in helping to solve this problem. However, despite the ascribed advantages of connecting scientific knowledge and inquiry with health care, clinician-scientists are scarce, especially amongst non-physicians. The education of clinician-scientists can be complex because they must form professional identities at the intersection of care and research. The successful education of clinician-scientists requires insight into how these professionals view their professional identity and how they combine distinct practices.OBJECTIVES This study sought to investigate how recently trained nurse-and physiotherapistscientists perceive their professional identities and experience the crossing of boundaries between care and research.METHODS Semi-structured interviews were conducted with 14 nurse-and physiotherapist-scientists at 1 year after they had completed MSc research training. Interviews were thematically analysed using insights from the theoretical frameworks of dialogical self theory and boundary crossing. RESULTSAfter research training, the initial professional identity, of clinician, remained important for novice clinician-scientists, whereas the scientist identity was experienced as additional and complementary. A meta-identity as broker, referred to as a 'bridge builder', seemed to mediate competing demands or tensions between the two positions. Obtaining and maintaining a dual work position were experienced as logistically demanding; nevertheless, it was considered beneficial for crossing the boundaries between care and research because it led to reflection on the health profession, knowledge integration, inquiry and innovation in care, improved data collection, and research with a focus on clinical applicability.CONCLUSIONS Novice clinician-scientists experience dual professional identities as care providers and scientists. The meta-position of being a broker who connects care and research is seen as core to the unique clinician-scientist identity. To develop this role, identity formation and boundary-crossing competencies merit explicit attention within clinician-scientist programmes.

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“…This depletes the opportunity from the trainees to be exposed to many more faculty members with different interests in education, level of knowledge, empathetic approach to patients, and morality. Additionally, training links between different specialties, within the specialization curriculum, do not exist and should be developed since cooperation and learning between different specialties will make trainees realize that the practice of medicine has common principles despite the different disciplines and specializations (Moutsopoulos 2017;Arulanandam and Macpherson 2015). Moreover, periodic trainee evaluation for the acquired clinical skills, knowledge, in-depth interpretation of laboratory and imaging tests, ability to communicate with patients, interact with colleagues, superiors, nurses, and paramedical personnel is not performed (Kostakis and Mantas 2008).…”

Section: Specialty Trainingmentioning

confidence: 99%