Dataset Information

Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists.

ABSTRACT:

Objective

Clinician educators (CEs) frequently report tensions in their professional identities as clinicians and educators, although some perceive a reciprocal relationship between clinical and teaching roles. However, it is unknown if the shared meanings of clinicians' multiple job roles translate to identity verification. We sought to examine CEs' perceptions of their clinician and educator roles and the influence of their perceptions on the salience of their professional identities.

Design

Qualitative individual interviews and focus groups, analysed using framework analytic approach.

Setting and participants

23 occupational therapy (OT) and 16 physiotherapy (PT) educators from two acute hospitals and one rehabilitation unit in Singapore.

Results

PT and OT CEs constructed shared meanings of their clinician and educator roles through overcoming feelings of unease and inadequacy, discovering commonalities and establishing relevance. However, shared meanings between clinician and educator roles might not necessarily lead to mutual verification of their professional identities. Individuals' cognitive flexibility and openness to additional roles, and organisations' expectations had a mediating effect on the identity integration process. Less experienced CEs reported feelings of distress juggling the competing demands of both clinician and educator roles, whereas more experienced CEs appeared to be more capable of prioritising their job roles in different situations, which could be a result of differences in adaptation to frequent interruptions in clinical setting. Emphasis on patient statistics could result in failure in achieving identity verification, leading to feelings of distress.

Conclusion

Faculty developers should take into consideration the episodic nature of the educator identity construction process and develop induction programmes to assist CEs in building integrated identities.

SUBMITTER: Ong SY

PROVIDER: S-EPMC6443068 | biostudies-literature | 2019 Feb

REPOSITORIES: biostudies-literature

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Publications

Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists.

Ong Sik Yin SY Lee Mary M Lee Lee Sian LS Lim Issac I Tham Kum Ying KY

BMJ open 20190224 2

<h4>Objective</h4>Clinician educators (CEs) frequently report tensions in their professional identities as clinicians and educators, although some perceive a reciprocal relationship between clinical and teaching roles. However, it is unknown if the shared meanings of clinicians' multiple job roles translate to identity verification. We sought to examine CEs' perceptions of their clinician and educator roles and the influence of their perceptions on the salience of their professional identities.< ...[more]

PMID: 30804031

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Dataset Information

Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists.

Objective

Design

Setting and participants

Results

Conclusion

Publications

Tensions in integrating clinician and educator role identities: a qualitative study with occupational therapists and physiotherapists.

Similar Datasets

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