Developing the identity of an ‘educator’ in postgraduate clinical education

Abstract

Clinicians teach peers, colleagues, and students; however, their identity is that of a clinician rather than a clinical educator. The authors examine perspectives on professional identity development in relation to clinicians studying a postgraduate qualification in clinical education. This research uses creative enquiry to draw out participants’ self-perceptions as developing educators. Data was collected in the form of haiku at the beginning and end of the academic year and analysed using critical discourse analysis. Findings suggest that after one year of postgraduate study, there was no evidence that participants were comfortable thinking of themselves as clinical educators, but there does appear to be an assimilation and accommodation of new concepts that have enhanced their professional identity. It is proposed that the same is likely true of many professional educators, where subject expertise may form their primary identity and their development as educators of this subject is a more gradual process.