The development of clinical medical educators' professionalism

: A qualitative study

Abstract

Medical educators have a significant impact on medical students and trainees. Enhancing the professionalism of medical educators is imperative for improving medical education. However, there is a paucity of research on medical educator professionalism and its development. Thus, this thesis aims to understand what professionalism means in this context, how medical educators develop their professionalism over time and how their development can be best supported. This thesis employs a qualitative approach, using a case study design at the setting of School of Medicine, University of Dundee. The research consists of two related studies.
The first study explores medical educators’ and stakeholders’ conceptualisations of professionalism for the role of medical educator. Ten purposively sampled stakeholders were recruited for individual semi-structured interviews, including two clinical medical educators, two non-clinical medical educators, two medical students, two medical education administrative staff and two foundation year doctors involved in the University of Dundee MBChB. The data were analysed by thematic analysis. It was found that the meaning of medical educator professionalism is defined by expectations from multiple stakeholders. These expectations encompass their ideas, beliefs and conception of the professional’s characteristics, ensuring that the profession can be trusted to provide high quality education. The findings indicate that professionalism comprises of two main parts: ‘being in a profession’ and ‘having professional qualities’. Four themes were identified as components essential for a person to be in a medical educator profession: including 1) training and competency, 2) standards and regulations, 3) role and responsibility and 4) the teacher–student relationship. Three themes address qualities expected of medical educators: including 1) educational practice, 2) patient care and working with others and 3) self-development, self-awareness and self-care.
The second study aimed to explore how medical educator professionalism is developed over time and how their development can be best supported. Fourteen medical educators were purposively recruited: 12 were enrolled in a Postgraduate Medical Education Programme (six full-time in person, six part-time alongside work), and two others who had experience in medical education, but not gone through any postgraduate qualification course in education. The participants completed reflective research diaries once a week for 12 weeks. Semi-structured interviews were conducted before and after the diary collection. The data were explored by thematic analysis. Four aspects of professionalism were identified as key areas of development, including 1) perspectives, knowledge and approaches in educational practice, 2) medical educator identity, 3) self-development as a lifelong learner and 4) awareness of medical educator professionalism. The participants who enrolled in the Programme frequently reflected on their development of educational practice. It was found that the participants in both full-time and part-time groups had a stronger medical educator identity at the exit interview. Self-development as a lifelong learner was reflected as significantly enhanced in the full-time group. One of the participant who had not taken part in formal study also reported that their awareness of professionalism increased through experience. There were four main ways of development: reflection, socialisation, formal training and practice, all contributing to the enhancement of all four development areas.
This research provides comprehensive understanding of medical educators’ professionalism, its multifaceted and complex nature, and its development over time. Each developmental method (e.g. experience, part-time or full-time immersive Postgraduate study) offers unique advantages and challenges, indicating that there is no one-size-fits-all approach to fostering professionalism. Recognising the complexities and diverse strategies that contribute to enhancing professionalism in medical educators can provide valuable guidance for future training and development programmes.

Date of Award	2026
Original language	English
Awarding Institution	University of Dundee
Sponsors	Chulabhorn Royal Academy
Supervisor	Mandy Moffat (Supervisor) & Susie Schofield (Supervisor)