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Clinician-educators in emerging graduate medical education systems: description, roles and perceptions
  1. Halah Ibrahim1,
  2. Dora J Stadler2,
  3. Sophia Archuleta3,
  4. Nina G Shah4,
  5. Amanda Bertram4,
  6. Satish Chandrasekhar Nair5,
  7. Abdullatif Alkhal6,
  8. Ahmed Ali Al-Mohammed7,
  9. Joseph Cofrancesco Jr8
  1. 1Department of Academic Affairs, Tawam Hospital, Abu Dhabi, UAE
  2. 2Continuing Professional Development, Weill Cornell Medical College in Qatar, Doha, Qatar
  3. 3National University Health System, Singapore, Singapore
  4. 4Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
  5. 5Department of Academic Affairs, Tawam Hospital, Abu Dhabi, UAE
  6. 6Department of Medical Education, Hamad Medical Corporation, Doha, Qatar
  7. 7Department of Internal Medicine, Hamad Medical Corporation, Doha, Qatar
  8. 8Department of Medicine and Institute for Excellence in Education, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
  1. Correspondence to Dr Halah Ibrahim, Assistant Professor of Medicine, Tawam Hospital, PO Box 15258, Al Ain, Abu Dhabi, United Arab Emirates; hibrahi4{at}


Objectives To describe clinician-educators (CEs) in new graduate medical education (GME) systems and characterize perception of preparedness, roles and rewards, and factors affecting job satisfaction and retention.

Methods A cross-sectional survey of all CEs of institutions using competency-based GME and accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I).

Results 274 of 359 eligible participants (76.3%) responded, representing 47 residency programs across 17 specialties. CEs were predominantly married men aged in their 40s, employed at their current institution 9.3 years (±6.4 years). CEs judged themselves competent or expert in teaching skills (91.5%), trainee assessment (82%) and mentoring (75%); less so in curriculum development (44%) and educational research skills (32%). Clinical productivity was perceived by the majority (62%) as the item most valued by their institutions, with little or no perceived value for teaching or educational efforts. Overall, 58.3% were satisfied or very satisfied with their roles, and 77% expected to remain in academic medicine for 5 years. A strong negative correlation was found between being a program or associate program director and likelihood of staying in academic medicine (aOR 0.42; 0.22 to 0.80).

Conclusions In the GME systems studied, CEs, regardless of country or programme, report working in environments that value clinical productivity over educational efforts. CEs feel competent and prepared for many aspects of their roles, have positive attitudes towards teaching, and report overall job satisfaction, with most likely to remain in academic medicine. As medical training advances internationally, the impact on and by CEs requires ongoing attention.


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