Bartle Emma, Evans Kiah, Burgess Annette, Clark Tyler, Bansal Akhil, Hu Wendy, Matar Elie, Carr Sandra E
Department of Health Professions Education, School of Allied Health, The University of Western Australia, Crawley, Australia.
Faculty of Medicine and Health, Sydney Medical School, The University of Sydney. Sydney, Australia.
Med Teach. 2025 Nov;47(11):1836-1845. doi: 10.1080/0142159X.2025.2503380. Epub 2025 May 14.
There is limited evidence about whether and how faculty development programs influence clinical educators' practice and professional identity formation, and the factors which make faculty development outcomes sustained and impactful.
This multi-institution interpretive phenomenological study reports on the findings from in-depth interviews of 21 clinical educators who had participated in university-based longitudinal faculty development programs.
Participants perceived completing these programs had influenced their growth as clinical educators. There was evidence that participants experienced growth differently based on the program duration: all participants described growth in teaching practices but those who had completed a program of one year or longer in duration also articulated their experiences around growing in their educator identity and perspective. According to participants, the program elements that most influenced growth were embedded reflective learning activities, opportunities to learn and apply at the same time, and connections they made with other clinical educators in the program.
Our findings contribute to an ongoing discussion around how clinical educators' translate learning outcomes from university-based faculty development programs into their clinical and education workplaces. Importantly, they provide insights into how longer longitudinal faculty development programs can support professional identity development and provide a viable and visible career path as a future clinician educator.
关于教师发展项目是否以及如何影响临床教育工作者的实践和职业身份形成，以及使教师发展成果得以持续和产生影响的因素，相关证据有限。
这项多机构的解释性现象学研究报告了对21名参与大学纵向教师发展项目的临床教育工作者进行深度访谈的结果。
参与者认为完成这些项目影响了他们作为临床教育工作者的成长。有证据表明，参与者根据项目时长经历了不同的成长：所有参与者都描述了教学实践方面的成长，但那些完成了为期一年或更长时间项目的人也阐述了他们在教育者身份和视角方面的成长经历。据参与者称，对成长影响最大的项目要素是嵌入式反思学习活动、同时学习和应用的机会，以及他们在项目中与其他临床教育工作者建立的联系。
我们的研究结果有助于持续讨论临床教育工作者如何将基于大学的教师发展项目的学习成果转化为他们的临床和教育工作场所。重要的是，它们提供了关于更长时间的纵向教师发展项目如何支持职业身份发展以及如何为未来的临床教师教育者提供一条可行且可见的职业道路的见解。
