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Updated: Jun 14, 2026
10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Translating faculty development into practice and professional identity: The lived experience of clinical educators
Emma Bartle1, Kiah Evans1, Annette Burgess2
1Department of Health Professions Education, School of Allied Health, The University of Western Australia, Crawley, Australia.
Medical Teacher
|May 14, 2025
Summary
Faculty development programs significantly enhance clinical educators' teaching practices and professional identity, especially when programs are longer and incorporate reflective learning and peer connections. These programs foster career growth for clinician educators.
Area of Science:
- Medical Education
- Faculty Development
- Clinical Practice
Background:
- Limited evidence exists on faculty development's impact on clinical educators' practice and identity.
- Understanding sustained and impactful faculty development outcomes is crucial.
Purpose of the Study:
- To explore how faculty development programs influence clinical educators' professional growth.
- To identify factors contributing to sustained and impactful faculty development.
Main Methods:
- Multi-institution interpretive phenomenological study.
- In-depth interviews with 21 clinical educators post-program participation.
Main Results:
- Participants reported growth in teaching practices and educator identity.
- Longer programs (≥1 year) fostered greater identity development.
- Key influential elements included reflective learning, just-in-time learning, and peer connections.
Conclusions:
- Faculty development programs translate learning into clinical practice.
- Longitudinal programs support professional identity and career paths for clinician educators.
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