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Ethical Issues01:27

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Nurses are essential in patient care, upholding the ethical principles of their profession and effectively navigating ethical dilemmas. Neglecting ethical issues can lead to inadequate patient care, compromised therapeutic relationships, and moral distress among healthcare workers.
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Prioritising Competencies in Clinician Educator Training in Residency Programmes.

Bani M Ratan1,2,3, Nital P Appelbaum2, Peter J Boedeker2

  • 1Office of Graduate Medical Education, Baylor College of Medicine, Houston, Texas, USA.

The Clinical Teacher
|December 22, 2024
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Summary
This summary is machine-generated.

Clinician Educator Tracks (CETs) for physicians-in-training (housestaff) should prioritize teaching competencies like learner assessment and feedback. This study identifies key skills for developing future medical educators.

Keywords:
clinician educator milestonesclinician educator trackcompetency‐based medical educationgraduate medical educationhousestaffresidency

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Area of Science:

  • Medical Education
  • Physician Training
  • Faculty Development

Background:

  • Clinician Educator Tracks (CETs) are established for postgraduate trainees.
  • Clarity is needed on essential competencies for resident and fellow physicians (housestaff) aspiring to be Clinician Educators (CEs).

Purpose of the Study:

  • To identify and prioritize core competencies for a 1-year Clinician Educator Track for housestaff.
  • To inform the development of targeted educational programs for future medical educators.

Main Methods:

  • A needs assessment was conducted using the Clinician Educator Milestones framework.
  • Educational leaders surveyed to prioritize subcompetencies for a housestaff CET.
  • Descriptive statistics, logistic regression, and content analysis were performed.

Main Results:

  • Learner assessment and feedback were the highest-prioritized subcompetencies (86%).
  • Change management was the lowest-prioritized subcompetency (23%).
  • Professionalism, medical education scholarship, and administrative skills were prioritized differently based on leadership roles, training, and specialty.

Conclusions:

  • Teaching-oriented subcompetencies are highly valued for housestaff CETs.
  • Prioritization data provides a roadmap for CE competency progression.
  • Positive feedback suggests a hybrid, flexible CET format is desirable.