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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
Summary
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.
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.
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