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Purpose Most clinical teachers have not been trained to teach and faculty development for clinical educators is undermined by poor attendance, inadequate knowledge transfer, and unsustainability. A crucial question for faculty developers to consider is how clinicians become teachers in the absence of formal training. Such knowledge is likely to be immensely important in the design of future faculty development initiatives. We therefore carried out a scoping review of what is known about the relationship between becoming a clinical teacher and the clinical environments that teachers work in.Method Using the scoping review design described by Levac 2010, we searched twelve bibliographic and doctoral thesis databases. We subjected the dataset to four phases of screening using iteratively developed inclusion/exclusion criteria. We charted the final dataset and used thematic analysis to synthesise findings. Results Thirty-four research reports met the inclusion criteria. Most took an individualist stance towards identity, focusing on how teachers individually construct their teacher identity in tension with their clinician identities. . Only 10/34 studies conceptualised clinical teacher identity formation as a social relational phenomenon, negotiated within hierarchical social structures. Most of the included studies made little or no use of explicit theoretical frameworks which limited their rigour and transferability.ConclusionsClinicians reconciled their identities as teachers with their identities as clinicians by juggling the two, finding mutuality between them, or forging merged identities that minimised tensions between educational and clinical roles. They did so in hierarchical social settings, where patient care and research were prioritised above teaching.

Interview Discussion Schedule. (PDF 309 kb)

This article introduces a case study on the use of selfies as a means to support embodied reflexivity in phenomenological research. There is a recognized need to make reflexive practice in qualitative health research more transparent. There is also a move towards an embodied type of reflexivity whereby researchers pay attention to their physical reactions as part of the research process. Being reflexive is especially challenging when researchers work in teams rather than as individuals, and when researchers and participants do not meet because data collection and analysis are separate from one another. We used FINLAY's (2005) model of reflexive embodied empathy to explain how taking selfies allowed an international team of researchers to engage reflexively with a participant when their primary access to her lifeworld was an interview transcript. Key concepts from FOUCAULT's (1988) theory of technologies of self, critical self-awareness and self-stylization, shed light on this phenomenon.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1702124, In diesem Artikel befassen wir uns mit dem Nutzen von Selfies zur reflexiven Untersuchung von Körperlichkeit in der phänomenologischen Forschung. Das Erfordernis, reflexive Praktiken insbesondere in der qualitativen Gesundheitsforschung transparenter zu machen, wird inzwischen breit akzeptiert. Ebenso ist eine vermehrte Hinwendung zur Reflexion von körperlichen Reaktionen als Teil des Forschungsprozesses zu verzeichnen. Dies umzusetzen ist besonders herausfordernd, wenn Forschende in Teams arbeiten und wenn es zusätzlich keinen unmittelbaren Kontakt mit den Untersuchungsteilnehmer/innen gibt, da Datenerhebung und -analyse getrennt voneinander verlaufen. Wir haben FINLAYs (2005) Modell der reflexiven körperlichen Empathie genutzt um zu veranschaulichen, in welcher Weise Selfies in einem internationalen Forschungsteam als reflexives Mittel genutzt wurden, wenn der einzige lebensweltliche Zugang zu den Feldteilnehmer/innen transkribiertes Material war. Zentral für diesen Verstehensprozess waren zusätzlich FOUCAULTs Theorie der Technologien des Selbst (1988) sowie kritische Selbstaufmerksamkeit und -stilisierung.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1702124

Introduction: Point-of-care ultrasound (POCUS) use in clinical care is growing rapidly, and advocates have recently proposed the integration of ultrasound into undergraduate medical education (UME). The evidentiary basis for this integration has not been evaluated critically or systematically. In this study, we conducted a critical and systematic review framed by the rationales enumerated by advocates of ultrasound in UME in academic publications.Methods: This research was conducted in two phases. First, the dominant discursive rationales for the integration of ultrasound in UME were identified using techniques from Foucauldian critical discourse analysis (CDA) from an archive of 403 academic publications. We then sought empirical evidence in support of theses rationales, using a critical synthesis methodology also adapted from CDA.Results: We identified four dominant discursive rationales, with different levels of evidentiary support. Ultrasound was not demonstrated to improve students’ understanding of anatomy. The benefit of ultrasound in teaching physical examination was inconsistent,and rests on minimal evidence. With POCUS, students’ diagnostic accuracy was improved for certain pathologies, but findings were inconsistent for others. Finally, the rationale that ultrasound training in UME will improve quality of patient care was difficult to evaluate.Discussion: Our analysis has shown that the frequently repeated rationales for the integration of ultrasound in UME are not supported by a sufficient base of empirical research. The repetition of these dominant discursive rationales in academic publications legitimizes them and may preclude further primary research. Since the value of clinical ultrasound use by medical students remains unproven, educators must consider whether the associated financial and temporal costs are justified or whether more research is required.

Background As medical education develops into a varied and well-developed field of research, the issue of quality research anchored in or generating theory has gained increasing importance. Medical education researchers have been criticized of not connecting their work to relevant theory. This paper set out to analyse how researchers can connect to theory in medical education. The goal of this paper is to provide an accessible framework for those entering medical education research, regarding how theory may become an integral part of one's work. Methods Fifteen purposefully selected researchers in medical education were asked to nominate papers they considered influential in medical education. Through this process 41 papers were identified and included in the study. Results The papers were analysed with thematic content analysis, which resulted in three approaches to the use of theory: as close-up exploration; as a specific perspective; and as an overview. The approaches are exemplified by quotes from the papers included in our dataset and further illuminated by a metaphoric story. Conclusions We conclude by pointing at the importance of making explicit how theory is used in medical education as a way to collaboratively take responsibility for the quality of medical education research. Electronic supplementary material The online version of this article (doi:10.1186/s12909-016-0848-1) contains supplementary material, which is available to authorized users.

List of publications. Here the list of publications that was the result of the nomination process are listed. (DOC 46 kb)