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Implications for faculty development for emerging clinical teachers at distributed sites: a qualitative

Julia Blitz1, Marietjie De Villiers2, Susan Van Schalkwyk3

  • 1Centre for Health Professions Education, Stellenbosch University, PO Box 241, Cape Town 8000, South Africa juliablitz@sun.ac.za.

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Clinicians at rural training sites value teaching but need more support from medical schools. Enhancing relationships, responsibilities, and resources can improve clinical teaching faculty development.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Rural Health Workforce Development

Background:

  • Medical schools are expanding clinical training to rural and remote sites to address workforce needs.
  • This expansion necessitates faculty development for clinicians serving as teachers in these new settings.
  • Understanding the experiences of these emerging clinical teachers is crucial for effective support.

Purpose of the Study:

  • To understand the early experiences of clinicians delegated clinical teaching roles at distant, resource-constrained sites.
  • To inform the development of faculty development initiatives tailored to these unique teaching environments.
  • To strengthen the role of clinicians as effective clinical teachers in distributed medical education.

Main Methods:

  • Qualitative research employing an interpretive approach.
  • In-depth interviews with nine emerging clinical teachers at distant peri-urban, rural, and remote South African sites.
  • Inductive coding of interview data to identify underlying themes and categories.

Main Results:

  • Key themes emerged: relationships, responsibilities, and resources.
  • Clinicians valued positive learning relationships and student contributions but desired closer ties with the medical school.
  • They sought acknowledgment, opportunities for growth as teachers, and clearer feedback on their teaching effectiveness.

Conclusions:

  • Faculty development initiatives must address the specific needs of clinicians at distant teaching sites.
  • Integrating social learning principles and the foundational 'three Rs' (relationships, responsibilities, resources) is essential.
  • Supporting these teachers can enhance the quality of clinical training in distributed medical education settings.