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dc.contributor.authorNoble, Christy
dc.contributor.authorYoung, Jessica
dc.contributor.authorHourn, Ellen
dc.contributor.authorSheehan, Dale
dc.date.accessioned2021-01-04T06:15:43Z
dc.date.available2021-01-04T06:15:43Z
dc.date.issued2020
dc.identifier.issn2212-2761
dc.identifier.doi10.1007/s40037-020-00642-9
dc.identifier.urihttp://hdl.handle.net/10072/400622
dc.description.abstractThis article shares our experiences and surprises as we developed, implemented and evaluated a 12-week faculty development program for registrars as clinical supervisors over three cohorts. The program has consistently been rated highly by participants. Yet, following a comprehensive curriculum review, we were surprised that our goal of encouraging identity development in clinical supervisors seemed to be unmet. Whilst our evaluation suggests that the program made important contributions to the registrars' knowledge, application and readiness as clinical supervisors, challenges linked to developing a supervisor identity and managing the dual identity of supervisor and clinician remain. In this article we describe our program and argue for the importance of designing faculty development programs to support professional identity formation. We present the findings from our program evaluation and discuss the surprising outcomes and ongoing challenges of developing a cohesive clinical educator identity. Informed by recent evidence and workplace learning theory we critically appraise our program, explain the mechanisms for the unintended outcomes and offer suggestions for improving curricular and pedagogic practices of embedded faculty development programs. A key recommendation is to not only consider identity formation of clinical supervisors from an individualist perspective but also from a social perspective.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Science and Business Media LLC
dc.relation.ispartofjournalPerspectives on Medical Education
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode1302
dc.subject.keywordsClinical supervision
dc.subject.keywordsEducator identity formation
dc.subject.keywordsFaculty development
dc.subject.keywordsProfessional identity formation
dc.titleBecoming clinical supervisors: identity learnings from a registrar faculty development program
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationNoble, C; Young, J; Hourn, E; Sheehan, D, Becoming clinical supervisors: identity learnings from a registrar faculty development program, Perspectives on Medical Education, 2020
dcterms.dateAccepted2020-12-02
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.date.updated2021-01-04T01:44:04Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2020. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.
gro.hasfulltextFull Text
gro.griffith.authorHourn, Ellen J.
gro.griffith.authorNoble, Christy H.


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