Department of Academic Affairs, Tawam Hospital, Abu Dhabi, UAE.
Continuing Professional Development, Weill Cornell Medical College in Qatar, Doha, Qatar.
Postgrad Med J. 2016 Jan;92(1083):14-20. doi: 10.1136/postgradmedj-2015-133241. Epub 2015 Oct 28.
To describe clinician-educators (CEs) in new graduate medical education (GME) systems and characterize perception of preparedness, roles and rewards, and factors affecting job satisfaction and retention.
A cross-sectional survey of all CEs of institutions using competency-based GME and accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I).
274 of 359 eligible participants (76.3%) responded, representing 47 residency programs across 17 specialties. CEs were predominantly married men aged in their 40s, employed at their current institution 9.3 years (±6.4 years). CEs judged themselves competent or expert in teaching skills (91.5%), trainee assessment (82%) and mentoring (75%); less so in curriculum development (44%) and educational research skills (32%). Clinical productivity was perceived by the majority (62%) as the item most valued by their institutions, with little or no perceived value for teaching or educational efforts. Overall, 58.3% were satisfied or very satisfied with their roles, and 77% expected to remain in academic medicine for 5 years. A strong negative correlation was found between being a program or associate program director and likelihood of staying in academic medicine (aOR 0.42; 0.22 to 0.80).
In the GME systems studied, CEs, regardless of country or programme, report working in environments that value clinical productivity over educational efforts. CEs feel competent and prepared for many aspects of their roles, have positive attitudes towards teaching, and report overall job satisfaction, with most likely to remain in academic medicine. As medical training advances internationally, the impact on and by CEs requires ongoing attention.
描述新的住院医师规范化培训（GME）系统中的临床教育者（CE），并描述他们对准备情况、角色和奖励的看法，以及影响工作满意度和保留率的因素。
对使用基于能力的 GME 并获得国际研究生医学教育认证委员会（ACGME-I）认证的机构的所有 CE 进行横断面调查。
在 359 名符合条件的参与者中，有 274 名（76.3%）做出了回应，代表了 17 个专业的 47 个住院医师培训计划。CE 主要是已婚男性，年龄在 40 多岁，在当前机构工作 9.3 年（±6.4 年）。CE 认为自己在教学技能（91.5%）、学员评估（82%）和指导（75%）方面有能力或专家水平；在课程开发（44%）和教育研究技能（32%）方面则较差。大多数人（62%）认为临床生产力是机构最看重的项目，而对教学或教育工作的重视程度较低。总的来说，58.3%的人对自己的角色感到满意或非常满意，77%的人预计在学术医学领域工作 5 年。研究发现，担任项目或副项目主任与留在学术医学领域的可能性呈强烈负相关（OR 值为 0.42；0.22 至 0.80）。
在所研究的 GME 系统中，CE 无论来自哪个国家或项目，都报告说他们在重视临床生产力而不是教育工作的环境中工作。CE 对其角色的许多方面感到有能力和准备充分，对教学持积极态度，对工作总体感到满意，并且很可能继续留在学术医学领域。随着国际医学培训的发展，CE 的影响和作用需要持续关注。
