Abstract
Background: University-based health professions educators are typically recruited from clinical environments and enter academic institutions into complex educational roles. However, for many health professions educators, navigating this transition is complicated by a lack of formal qualification in education coupled with inconsistent expectations regarding their educational role and development. Moreover, in a context where universities are increasingly introducing teaching-focused pathways, educators are facing increasing demands in relation to educational scholarship and innovation. Therefore, this study sought to determine how university-based health professions educators make sense of and navigate their educational role and their developmental needs.
| Original language | English |
|---|---|
| Title of host publication | Abstract Book |
| Subtitle of host publication | AMEE 2020 The Virtual Conference 7-9 September 2020 Scottish Charity No. SC031681 |
| Publisher | Association for Medical Education in Europe (AMEE) |
| Pages | 241-241 |
| Number of pages | 1 |
| Publication status | E-pub ahead of print - Sept 2020 |
| Event | AMEE 2020: The Virtual Conference - Online Duration: 7 Sept 2020 → 9 Sept 2020 https://amee.org/conferences/amee-past-conferences/amee-2020 (Conference homepage) |
Conference
| Conference | AMEE 2020 |
|---|---|
| Period | 7/09/20 → 9/09/20 |
| Other | AMEE 2020 Virtual Conference Programme on the Virtway Virtual Reality Platform. Scottish Charity: SC031618 |
| Internet address |
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Keywords
- short communications
- education management
- faculty development
- shift in focus
- from faculty development to developing educational leadership
- career trajectory
- longitudinal and holistic approach