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Being a clinical educator.

Joy Higgs1, Lindy McAllister

  • 1School of Physiotherapy, Faculty of Health Sciences, The University of Sydney, PO Box 170, Lidcombe, 1825 NSW, Australia. j.higgs@fhs.usyd.edu.au

Advances in Health Sciences Education : Theory and Practice
|October 31, 2006
PubMed
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This study explores the multifaceted experience of clinical educators, identifying key dimensions of their professional journey. It highlights the importance of self, relationships, and growth in clinical education roles.

Area of Science:

  • Speech Pathology
  • Clinical Education
  • Professional Development

Background:

  • Understanding the lived experiences of clinical educators is crucial for effective training and professional growth.
  • The transition and ongoing development of clinical educators involve complex personal and professional dimensions.

Purpose of the Study:

  • To identify and describe the core dimensions of being a clinical educator.
  • To present a model representing the experiences of speech pathology clinical educators.
  • To explore the implications of this model for professional development.

Main Methods:

  • Qualitative research approach to explore the phenomenon of being a clinical educator.
  • Development of a model based on identified dimensions of clinical educator experiences.

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Main Results:

  • Identified dimensions include: sense of self, sense of relationship with others, sense of being a clinical educator, sense of agency, seeking dynamic self-congruence, and growth.
  • The model emphasizes the interplay between these dimensions in shaping the clinical educator role.

Conclusions:

  • The developed model offers a framework for understanding the complex journey of clinical educators.
  • The findings have implications for supporting the professional development of speech pathology clinical educators.