From clinical educators to educational scholars and leaders: strategies for developing and advancing a career in health professions education
Author(s)
Ramani, Subha
McKimm, Judy
Thampy, Harish
O'Sullivan, Patricia S
Rogers, Gary D
Turner, Teri Lee
Chisolm, Margaret S
Kusurkar, Rashmi A
Hays, Richard
Fornari, Alice
Kachur, Elizabeth K
Wilson, Keith W
Filipe, Helena P
Schumacher, Daniel J
Griffith University Author(s)
Year published
2020
Metadata
Show full item recordAbstract
Health care practitioners with a passion for educa-tion have a range of options to advance their profes-sional trajectory. Health profes-sions education (HPE) is gaining visibility as a specialised field of practice and scholarship; how-ever, just as health professions educator roles vary in scope, responsibilities and nomenclature (Table 1), so do the criteria for academic progression and interpretation by different promotion committees.1–4 Consequently, aspiring educators may find it challenging to prioritise areas of interest, identify activities to achieve personal and institutional goals, and grasp opportunities to develop ...
View more >Health care practitioners with a passion for educa-tion have a range of options to advance their profes-sional trajectory. Health profes-sions education (HPE) is gaining visibility as a specialised field of practice and scholarship; how-ever, just as health professions educator roles vary in scope, responsibilities and nomenclature (Table 1), so do the criteria for academic progression and interpretation by different promotion committees.1–4 Consequently, aspiring educators may find it challenging to prioritise areas of interest, identify activities to achieve personal and institutional goals, and grasp opportunities to develop into academic scholars and leaders, should they wish to do so.
View less >
View more >Health care practitioners with a passion for educa-tion have a range of options to advance their profes-sional trajectory. Health profes-sions education (HPE) is gaining visibility as a specialised field of practice and scholarship; how-ever, just as health professions educator roles vary in scope, responsibilities and nomenclature (Table 1), so do the criteria for academic progression and interpretation by different promotion committees.1–4 Consequently, aspiring educators may find it challenging to prioritise areas of interest, identify activities to achieve personal and institutional goals, and grasp opportunities to develop into academic scholars and leaders, should they wish to do so.
View less >
Journal Title
Clinical Teacher
Note
This publication was entered as an advanced online version.
Subject
Clinical sciences
Curriculum and pedagogy
Science & Technology
Life Sciences & Biomedicine
Medicine, Research & Experimental
Research & Experimental Medicine