Attributes of excellent clinician teachers and barriers to recognizing and rewarding clinician teachers’ performances and achievements: a narrative review

Authors

  • Arone Wondwossen Fantaye University of Ottawa
  • Simon Kitto University of Ottawa
  • Paul Hendry University of Ottawa
  • Lorne Wiesenfeld University of Ottawa
  • Sharon Whiting University of Ottawa
  • Catherine Gnyra University of Ottawa
  • Karine Fournier University of Ottawa
  • Heather Lochnan University of Ottawa

DOI:

https://doi.org/10.36834/cmej.73241

Abstract

Background: Over the last 31 years, there have been several institutional efforts to better recognize and reward clinician teachers. However, the perception of inadequate recognition and rewards by clinician teachers for their clinical teaching performance and achievements remains. The objective of this narrative review is two-fold: deepen understanding of the attributes of excellent clinician teachers considered for recognition and reward decisions and identify the barriers clinician teachers face in receiving recognition and rewards.

Methods: We searched OVID Medline, Embase, Education Source and Web of Science to identify relevant papers published between 1990 and 2020. After screening for eligibility, we conducted a content analysis of the findings from 43 relevant papers to identify key trends and issues in the literature.

Results: We found the majority of relevant papers from the US context, a paucity of relevant papers from the Canadian context, and a declining international focus on the attributes of excellent clinician teachers and barriers to the recognition and rewarding of clinician teachers since 2010. ‘Provides feedback’, ‘excellent communication skills’, ‘good supervision’, and ‘organizational skills’ were common cognitive attributes considered for recognition and rewards. ‘Stimulates’, ‘passionate and enthusiastic’, and ‘creates supportive environment’, were common non-cognitive attributes considered for recognition and rewards. The devaluation of teaching, unclear criteria, and unreliable metrics were the main barriers to the recognition and rewarding of clinician teachers.

Conclusions: The findings of our narrative review highlight a need for local empirical research on recognition and reward issues to better inform local, context-specific reforms to policies and practices.

Author Biographies

Arone Wondwossen Fantaye, University of Ottawa

Degrees

MSc

 

Current Appointments

Research Associate, Faculty of Medicine, University of Ottawa

Simon Kitto, University of Ottawa

Degrees

MSc, PhD

 

Current Appointments   

1) Director of Research, Continuing Professional Development, Faculty of Medicine, University of Ottawa

2) Editor in Chief, Journal of Continuing Education in the Health Professions

3) Full Professor, Department of Surgery, Faculty of Medicine, University of Ottawa

4) Full Professor, Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa

 

 

Paul Hendry, University of Ottawa

Degrees

MD, MSc, FRCSC

 

Current Appointments

1) Vice-Dean for Continuing Professional Development, Faculty of Medicine, University of Ottawa

2) Full Professor, Department of Surgery, Faculty of Medicine, University of Ottawa

3) Staff Surgeon, Division of Cardiac Surgery, Faculty of Medicine, University of Ottawa

4) Royal College of Physicians and Surgeons, Professional Learning and Development Committee, Chair

Lorne Wiesenfeld, University of Ottawa

Degrees

MDCM, MSc, FRCPC

 

Current Appointments

1) Vice-Dean, Postgraduate Medical Education, Faculty of Medicine, University of Ottawa (Ottawa, Canada)

2) Assistant Professor, Department of Emergency Medicine, University of Ottawa (Ottawa, Canada)

3) Attending (Active) Staff, Department of Emergency Medicine, The Ottawa Hospital (Ottawa, Canada)

 

Sharon Whiting , University of Ottawa

Degrees

MBBS, FRCPC

 

Current Appointments

1) Vice-Dean Faculty Affairs, Faculty of Medicine, University of Ottawa

2) Associate Professor, Department of Paediatrics, Faculty of Medicine, University of Ottawa

3) Director, Neurophysiology Laboratories, CHEO

4) Staff Physician, Division of Neurology, CHEO

5) Consulting Physician, Department of Obstetrics and Gynaecology and Newborn Care, Ottawa General Hospital

Catherine Gnyra, University of Ottawa

Degrees

BSc

 

Current Appointments

Research Assistant, Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa

Karine Fournier , University of Ottawa

Degrees

M.S.I

 

Current Appointments

Head, Reference Services, Health Sciences Library, University of Ottawa

Heather Lochnan, University of Ottawa

Degrees

MD, FRCPC

 

Current Appointments

1) Assistant Dean of Continuing Professional Development – Education Programming, University of Ottawa

2) Head, Division of Endocrinology and Metabolism, The Ottawa Hospital Professor, University of Ottawa, Department of Medicine

Downloads

Published

2022-04-01

How to Cite

1.
Wondwossen Fantaye A, Kitto S, Hendry P, Wiesenfeld L, Whiting S, Gnyra C, Fournier K, Lochnan H. Attributes of excellent clinician teachers and barriers to recognizing and rewarding clinician teachers’ performances and achievements: a narrative review. Can. Med. Ed. J [Internet]. 2022 Apr. 1 [cited 2022 Jun. 25];13(2):57-72. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/73241

Issue

Section

Review Papers and Meta-Analyses