Prioritising Competencies in Clinician Educator Training in Residency Programmes

Introduction

Although Clinician Educator Tracks (CETs) have been developed for postgraduate trainees, more clarity is needed regarding which competencies are most relevant to resident and fellow physicians (housestaff) seeking to become Clinician Educators (CEs).

Methods

We used the Clinician Educator Milestones, an established framework for competencies at the faculty level, to perform a targeted needs assessment at a large academic institution from April–May 2023. Educational leaders in undergraduate (UME), graduate (GME) and senior medical education (SME) leadership roles were asked to prioritise the Clinician Educator Milestones subcompetencies for a 1-year track. Descriptive statistics and logistic regression analysis were performed; text comments underwent content analysis.

Results

Of the 285 leaders, 118 (41%) completed the survey. The average length in educational leadership was 6.9 ± 5.6 years, with 33% having formal education training, 23% representing surgical specialities and 17% in SME roles. The subcompetencies of learner assessment and feedback were prioritised highest (86%), while change management was prioritised lowest (23%). Respondents in SME roles compared to UME and GME roles or those in educational leadership ≥ 6 years compared to < 6 years prioritised professionalism. Respondents without formal education training prioritised medical education scholarship more often than those with training. Surgical respondents more often prioritised administrative skills than nonsurgical respondents. Open-ended comments were generally positive towards a CET for housestaff, suggesting a hybrid format with flexible scheduling.

Conclusions

Teaching-oriented subcompetencies were highly prioritised for a CET targeted at housestaff. The prioritisation choices offer guidance for a CE's progression through the subcompetencies.