Exploring the Lived Experiences of Clinical Educators: Challenges, Motivations, and Future Perspectives

Abstract:
Introduction:
This study examines the factors contributing to the shortage of medical doctors teaching medical students despite their crucial role in training the
future medical workforce.
Methods:
To analyze the factors behind the lack of medical doctors in the training of medical students, we used ‘phenomenology’ to understand clinical
educators' lived experiences and their constructed meanings. Within the domain of phenomenology, we applied hermeneutic (interpretive)
phenomenology. The experiences of eight clinical educators at the Gulf Medical University were explored through interviews and analyzed using
Interpretative Phenomenological Analysis (IPA) and Socio-Cognitive Career Theory (SCCT).
Results:
The findings revealed that entry into medical education often occurred serendipitously due to inadequate career counseling and the undervaluation
of the field. Acquiring a postgraduate medical education qualification in medical education enhanced one’s professional life and fostered a sense of
identity as a clinical educator. Key motivators included a passion for the field, student interaction, support from colleagues, and an encouraging
working environment. Clinical educators faced challenges, such as the field's low value, vague professional identity, delays in promotion,
specifically in UAE, low income, and insufficient dedicated teaching time. Coping strategies involved cultivating a positive work environment and
maintaining optimism. Growing awareness and a positive outlook for medical education were noted.
Conclusion:
This study uncovered the underlying issues faced by clinical educators through their lived experiences. To change the status quo, we propose
facilitating medical students and young doctors in joining this field early in their careers through strong career counseling and advocating clear
entry and progression pathways. Young medical educators should be facilitated by providing an encouraging environment, acknowledging their
medical education-related qualifications, and improving remuneration.