Ann Chu, Lucy Williams, Lauren Matthews, Bryony Woods
{"title":"临床教学伙伴网络的价值。","authors":"Ann Chu, Lucy Williams, Lauren Matthews, Bryony Woods","doi":"10.1111/tct.70172","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <p><b>Background:</b> Clinical Teaching Fellowships (CTFs) provide a valuable experience for resident doctors to develop as clinical educators. Our study aimed to evaluate the value of (a) the clinical teaching fellow (CTF) role and (b) a regional CTF network, on the professional development of resident doctors, utilising a value creation framework.</p>\n </section>\n \n <section>\n \n <p><b>Methods:</b> This study was conducted in two phases: an online survey followed by semi-structured interviews. Recruitment was from a regional network of 225 CTF members and alumni. Qualitative themes were mapped onto five cycles of a creation value framework.</p>\n </section>\n \n <section>\n \n <p><b>Results:</b> Forty-four survey respondents (response rate = 19.5%) and 10 interview participants (consent rate = 50%) were included. The immediate value of a CTF role was easily recognised; the CTF network enhanced this by giving structured opportunities to meet peers. Learning and applying new skills were common, with the network providing further collaboration. There was improved individual performance and career prospects, although the role of the CTF network in redefining success was not clear.</p>\n </section>\n \n <section>\n \n <p><b>Discussion:</b> Study participants reported a range of values, with immediate value (activities and interactions) being most readily identified. Examples of more sophisticated learning (realised value) were confined to improved individual performance and career prospects. Furthermore, reframing value (redefining success) was not universally experienced.</p>\n </section>\n \n <section>\n \n <p><b>Conclusion:</b> Participants in this CTF network reported a range of values from being in a CTF role, and the network provided an important synergistic effect. Further research should focus on the reframing value of the network, including the perspectives of other stakeholders.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Value of a Clinical Teaching Fellow Network\",\"authors\":\"Ann Chu, Lucy Williams, Lauren Matthews, Bryony Woods\",\"doi\":\"10.1111/tct.70172\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <p><b>Background:</b> Clinical Teaching Fellowships (CTFs) provide a valuable experience for resident doctors to develop as clinical educators. Our study aimed to evaluate the value of (a) the clinical teaching fellow (CTF) role and (b) a regional CTF network, on the professional development of resident doctors, utilising a value creation framework.</p>\\n </section>\\n \\n <section>\\n \\n <p><b>Methods:</b> This study was conducted in two phases: an online survey followed by semi-structured interviews. Recruitment was from a regional network of 225 CTF members and alumni. Qualitative themes were mapped onto five cycles of a creation value framework.</p>\\n </section>\\n \\n <section>\\n \\n <p><b>Results:</b> Forty-four survey respondents (response rate = 19.5%) and 10 interview participants (consent rate = 50%) were included. The immediate value of a CTF role was easily recognised; the CTF network enhanced this by giving structured opportunities to meet peers. Learning and applying new skills were common, with the network providing further collaboration. There was improved individual performance and career prospects, although the role of the CTF network in redefining success was not clear.</p>\\n </section>\\n \\n <section>\\n \\n <p><b>Discussion:</b> Study participants reported a range of values, with immediate value (activities and interactions) being most readily identified. Examples of more sophisticated learning (realised value) were confined to improved individual performance and career prospects. Furthermore, reframing value (redefining success) was not universally experienced.</p>\\n </section>\\n \\n <section>\\n \\n <p><b>Conclusion:</b> Participants in this CTF network reported a range of values from being in a CTF role, and the network provided an important synergistic effect. Further research should focus on the reframing value of the network, including the perspectives of other stakeholders.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47324,\"journal\":{\"name\":\"Clinical Teacher\",\"volume\":\"22 5\",\"pages\":\"\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2025-08-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/tct.70172\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"MEDICINE, RESEARCH & EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Teacher","FirstCategoryId":"1085","ListUrlMain":"https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/tct.70172","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MEDICINE, RESEARCH & EXPERIMENTAL","Score":null,"Total":0}
Background: Clinical Teaching Fellowships (CTFs) provide a valuable experience for resident doctors to develop as clinical educators. Our study aimed to evaluate the value of (a) the clinical teaching fellow (CTF) role and (b) a regional CTF network, on the professional development of resident doctors, utilising a value creation framework.
Methods: This study was conducted in two phases: an online survey followed by semi-structured interviews. Recruitment was from a regional network of 225 CTF members and alumni. Qualitative themes were mapped onto five cycles of a creation value framework.
Results: Forty-four survey respondents (response rate = 19.5%) and 10 interview participants (consent rate = 50%) were included. The immediate value of a CTF role was easily recognised; the CTF network enhanced this by giving structured opportunities to meet peers. Learning and applying new skills were common, with the network providing further collaboration. There was improved individual performance and career prospects, although the role of the CTF network in redefining success was not clear.
Discussion: Study participants reported a range of values, with immediate value (activities and interactions) being most readily identified. Examples of more sophisticated learning (realised value) were confined to improved individual performance and career prospects. Furthermore, reframing value (redefining success) was not universally experienced.
Conclusion: Participants in this CTF network reported a range of values from being in a CTF role, and the network provided an important synergistic effect. Further research should focus on the reframing value of the network, including the perspectives of other stakeholders.
期刊介绍：
The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
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