Clinical educator expertise: A scoping review

IF 16.4 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY Accounts of Chemical Research Pub Date : 2024-01-25 DOI:10.1111/tct.13729

Gretel Evans, Merrolee Penman, Kate Thomson

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Abstract

Background

Allied health clinicians supervising healthcare students in workplace learning play a key role in a learner's progression to autonomous practice, yet expert educator practice is not well understood. How expert clinical educators in allied health professions are defined, enact their role, develop educational expertise and bring value to workplace learning is unclear.

Methods

A scoping methodology was chosen to understand what is known about clinical educator expertise in allied health, focusing on definitions, characteristics, impacts and development. Searching seven databases, the authors used an iterative, systematic approach to the selection, collation and analysis of peer-reviewed and grey literature.

Results

Within 21 included papers, diverse terms and definitions were used to describe expert clinical educators across 9 allied health professions and 5 countries. Expert educator characteristics included advanced skills in facilitating learning, the ability to build positive relationships with learners and a proactive attitude to developing personal supervision skills through reflection. Impacts were identified for learners and educators, and the few sources examining educator development found that expert practice grows in a dynamic, multi-mode, non-linear fashion.

Conclusion

A comprehensive picture of the expert clinical educator in allied health is not yet conceptualised, despite some characteristics being associated with expertise. The differences between expert and less proficient educators are unclear with little examination of the impacts, value or development of expert educator capabilities. We offer a framework for future research and advocate for focused studies that examine clinical educator expertise, to enhance approaches to professional development and recognition of excellence in clinical educator practice.

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临床教育者的专业知识：范围审查。

背景：在工作场所学习中指导医护学生的专职医疗临床医生在学生走向自主实践的过程中发挥着关键作用，但专家教育者的实践并不十分清楚。如何定义专职医疗人员中的临床教育专家、如何发挥他们的作用、如何发展教育专业知识以及如何为工作场所学习带来价值，这些问题都不清楚：方法：我们选择了一种范围界定方法来了解有关专职医疗临床教育专家的已知信息，重点关注定义、特征、影响和发展。作者搜索了七个数据库，采用反复、系统的方法选择、整理和分析了同行评议和灰色文献：在收录的 21 篇论文中，作者使用了不同的术语和定义来描述 9 个联合健康专业和 5 个国家的临床教育专家。专家型教育者的特点包括促进学习的高级技能、与学习者建立积极关系的能力以及通过反思发展个人督导技能的积极态度。对学习者和教育者的影响已经确定，少数研究教育者发展的资料发现，专家实践是以动态、多模式、非线性的方式发展的：结论：尽管专职医疗临床教育专家的某些特征与专业知识有关，但目前还没有一个全面的专职医疗临床教育专家的概念。专家型教育者与不太熟练的教育者之间的差异尚不明确，对专家型教育者能力的影响、价值或发展的研究也很少。我们为今后的研究提供了一个框架，并倡导开展重点研究，考察临床教育工作者的专业知识，以加强专业发展的方法和对临床教育工作者卓越实践的认可。

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来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.