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The Incubator for Clinical Education Research (ClinEdR) is a UK‐wide network, established with support from the National Institute for Health and Care Research (NIHR), to lead initiatives to build capacity in the field. Our lived experiences as members of the NIHR ClinEdR Incubator and wider literature are woven into this 'How to ...' paper, which outlines what to consider as you seek to grow and develop a ClinEdR team. This paper sets out pragmatic steps to grow an effective ClinEdR team that has a wider impact and mutual benefits for its members and their institution(s). Growing a ClinEdR team requires more than a dynamic character to bring people together. In our view, you can grow a ClinEdR team with other people through a structured, well‐thought‐out approach, in which its members develop through collaborative work to achieve a shared objective. [ABSTRACT FROM AUTHOR]

Clinical education research (ClinEdR) is a growing field that aims to ensure the way healthcare professionals are taught and learn is evidence‐based. There is growing interest in how this evidence is generated in a robust, timely and cost‐effective fashion. In this 'How to ...' paper, we draw on relevant literature and our own experiences to offer suggestions on how novice researchers can navigate entry into the field of ClinEdR. We summarise key resources for those at the earliest stages of their interest in ClinEdR and scholarship and provide personal experiences of networking, collaborating and balancing research with a clinical or teaching role. This paper will be of interest to those at any stage in their clinical career with little to no experience of ClinEdR, but the enthusiasm to get started. [ABSTRACT FROM AUTHOR]

The Incubator for Clinical Education Research (ClinEdR) is a UK‐wide network, established with support from the National Institute for Health Research, to lead initiatives to build capacity in the field. A key barrier identified by this group is that many experienced educators, clinicians, and researchers, who may be committed to supporting others, have little guidance on how best to do this. In this "How to ..." paper, we draw on relevant literature and our individual and collective experiences as members of the National Institute for Health Research ClinEdR incubator to offer suggestions on how educators can support others to develop successful careers involving ClinEdR. This article offers guidance and inspiration for all professionals whose role involves research and scholarship and who encounter aspiring or developing clinical education researchers in the course of their work. It will also be of interest to researchers who are starting out and progressing in the field. [ABSTRACT FROM AUTHOR]

This document offers guidance on finding and applying for funding in the field of Clinical Education Research (ClinEdR). It emphasizes the importance of understanding one's motivations and abilities before pursuing funding opportunities and provides tips on researching and targeting relevant funders. The document includes a glossary of funding terminology and insights into what funders typically look for in a proposal. It also highlights the importance of involving patient and public representatives in research projects and provides advice on disseminating findings and dealing with unsuccessful funding bids. [Extracted from the article]

Context: Nurses are integral to patient safety, but little is known about their narrative constructions of identity in relation to their dyadic interactions with trainee doctors about patient safety and competence during the trajectory of a medical career. Aim: We sought to examine how identities are constructed by experienced nurses in their narratives of patient safety encounters with trainee doctors. Methods: Our qualitative study gathered narrative data through semi- structured interviews with nurses of different professional standing (n = 20). Purposive sampling was used to recruit the first eight participants, with the remainder recruited through theoretical sampling. Audio recordings were transcribed verbatim and analysed inductively through a social constructionist framework and deductively using a competence framework. Results: We classified seven identities that participants constructed in their narratives of dyadic interactions with trainee doctors in relation to patient safety: nurses as teacher, guardian of patient wellbeing, provider of emotional support, provider of general support, expert advisor, navigator and team player. These identities related to the two key roles of nurses as educators and as practitioners. As they narrated these dyadic interactions, participants constructed identities that positioned trainee doctors in character tropes, suggesting gaps in professional competence: nurses as provider of general support was commonly narrated in the context of perceived deficits of personal or functional capabilities and nurses as team player was mainly associated with concerns (or reassurances) around ethical capabilities. Discussion and Conclusion: Our findings are consistent with, and extend the wider literature on the development of professional competence, interprofessional collaboration in health care, and the nature and organisation of nursing work. Nurses' work in ensuring patient safety and support trainee doctors' professional development merits greater formal recognition and legitimation. [ABSTRACT FROM AUTHOR]

Context: Gender‐related inequality and disparity hinders efforts to develop a medical workforce that facilitates universal access to safe, just and equitable health care. Little is known about how medical students perceive the impact of their gender on their learning in clinical practice. Our aim in this study was to address this gap, establishing students' perceptions of the impact of their gender on learning in the clinical context as part of the wider medical education community of practice. Methods: We undertook a qualitative study that simultaneously gathered data through narrative individual interviews and online case reports from male and female students (n = 31) from different academic cohorts with prior experience of clinical practice in a Russell Group University medical school in the UK. Interviews were transcribed and analysed thematically alongside case report data. Results and discussion: The participants revealed that there was a culture in clinical practice where their gender influenced how they were taught and supported by senior medical and surgical colleagues. Gender was also said to determine the clinical learning opportunities afforded to students, especially with regards to the care of patients of a different gender. The mentorship and support for learning provided to students in clinical practice was also said to be influenced by the medical student's gender. Conclusion: Our findings suggest that students undergo a gendered clinical apprenticeship within what are in effect gendered communities of practice with some distinct features. These findings underscore the imperative for further work to establish how medical students of all genders can be supported to fulfil their potential in clinical practice. Exploring issues of gender, the authors report that medical students perceive clinical training to take place within gendered communities of practice that influence their experience learning in workplace environments. [ABSTRACT FROM AUTHOR]

The authors highlight the importance of exploring the role that nurses and other healthcare professionals play in supporting medical students and doctors to develop their emotional competence. [ABSTRACT FROM AUTHOR]

The article offers insight on the incorporation of compassion concept in nursing practice in Great Britain. Topics discussed include the vision of compassion in medical care, its significance in the nursing practice, its various contexts, its contextual complexity, and its association with social values, pressures and practices.

The authors comment on the article "Why Women Go to Medical College But Fail to Practise Medicine: Perspectives From the Islamic Republic of Pakistan" by F. Moazam and S. Shekhani. They discuss the impact of sociocultural mores, values and gender norms on the ability of women to practice medicine. They explain the need of medical educators and other stakeholders to ensure that measures are put in place to enable women in medicine to maximize their potential.

To improve quality, equity, safety and sustainability of healthcare through medical education, Samuriwo argues we need better understanding of sub‐culture(s) and their concomitant values [ABSTRACT FROM AUTHOR]

The authors offer a response to comments made on their study about gender bias in medical education. They talk about the importance to discuss the circumstances, conditions and factors that may cause some medical students to become socialised to normalise gendered ways of learning; the need of medical schools to take urgent action informed by research, theory and dialogue; and factor which can give rise to prejudice such as ethnicity, sexual orientation, class and religious belief.

The author discusses a report on conceptualising the prelude phase in the sexual abuse trajectory as a critical juncture at which a perpetrator forms a vocabulary of motive. Topics mentioned include the distinct phases of sexual abuse, educational approaches to counteract the development of toxic internal narratives or working environments, and the need for medical educators to consider how best to prepare medical students and doctors to deal with the prelude to sexual abuse.