Moving away from comfort in clinical educator professional development through a concerns-based pedagogy.

The article discusses the limitations of traditional one-off educational initiatives for clinical educators and proposes a concerns-based pedagogy as an alternative approach. The authors argue that professional learning communities, where educators collaboratively explore their roles through collective inquiry, can have a greater impact on participants' knowledge and skills. These communities involve regular meetings where educators discuss authentic dilemmas from their teaching practices. The article emphasizes the importance of discomfort and risk-taking in this approach, as well as the value of ongoing discussions and reflection on teaching and learning practices. [Extracted from the article]