From Clinic to Classroom: Exploring the Journey of Healthcare Clinicians Entering Higher Education
- 1School of Health and Life Sciences Teesside University Middlesbrough UK
Abstract
Introduction: Transitioning from clinical practice to academia represents a significant career shift. Existing research has predominantly explored clinicians' transition experiences, with fewer studies examining evidence‐informed support strategies. This study aimed to generate evidence‐informed guidelines to facilitate effective transitions for newly appointed academic staff.
Methods: A mixed‐method design, informed by role transition theory, comprised of a cross‐sectional survey of clinicians (n = 122) appointed to academic roles in the United Kingdom, followed by semi‐structured interviews (n = 14) to explore their transition experiences in greater depth.
Results: Of 122 survey respondents, 38% (n = 46) reported prior teaching experience. While confidence in teaching within areas of clinical expertise was high, preparedness for broader academic responsibilities particularly assessment, curriculum development and institutional processes was variable. Integrated analysis from both the survey and qualitative data identified four interrelated themes: (1) disruption of professional identity and loss of established competence; (2) recalibration of expectations in response to the complexity and ‘invisible’ work of academia; (3) challenges in translating clinical expertise into pedagogical practice; and (4) the critical role of relational and structural support in facilitating identity development and belonging.
Discussion: Quantitative findings were elaborated by qualitative data, revealing that early transition was characterised by uncertainty, imposter syndrome and experiential learning amid high workloads, diverse responsibilities and limited pedagogical preparation. Mentorship and peer support, where available, mitigated developmental gaps, highlighting the importance of structured induction, role clarity and pedagogical training to support staff readiness, retention and allied health education. Longitudinal research should evaluate the effectiveness of induction and mentorship programmes.
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BibTeX
@article{chesterton2026from,
title = {{From Clinic to Classroom: Exploring the Journey of Healthcare Clinicians Entering Higher Education}},
author = {Paul Chesterton and Dawn Drury and Daniel Jones and Craig Tears},
journal = {The Clinical Teacher},
year = {2026},
month = nov,
doi = {10.1111/tct.70557},
url = {https://doi.org/10.1111/tct.70557},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - From Clinic to Classroom: Exploring the Journey of Healthcare Clinicians Entering Higher Education
AU - Paul Chesterton
AU - Dawn Drury
AU - Daniel Jones
AU - Craig Tears
PY - 2026
DA - 2026/11/02
JO - The Clinical Teacher
DO - 10.1111/tct.70557
UR - https://doi.org/10.1111/tct.70557
AB - Introduction: Transitioning from clinical practice to academia represents a significant career shift. Existing research has predominantly explored clinicians' transition experiences, with fewer studies examining evidence‐informed support strategies. This study aimed to generate evidence‐informed guidelines to facilitate effective transitions for newly appointed academic staff. Methods: A mixed‐method design, informed by role transition theory, comprised of a cross‐sectional survey of clinicians (n = 122) appointed to academic roles in the United Kingdom, followed by semi‐structured interviews (n = 14) to explore their transition experiences in greater depth. Results: Of 122 survey respondents, 38% (n = 46) reported prior teaching experience. While confidence in teaching within areas of clinical expertise was high, preparedness for broader academic responsibilities particularly assessment, curriculum development and institutional processes was variable. Integrated analysis from both the survey and qualitative data identified four interrelated themes: (1) disruption of professional identity and loss of established competence; (2) recalibration of expectations in response to the complexity and ‘invisible’ work of academia; (3) challenges in translating clinical expertise into pedagogical practice; and (4) the critical role of relational and structural support in facilitating identity development and belonging. Discussion: Quantitative findings were elaborated by qualitative data, revealing that early transition was characterised by uncertainty, imposter syndrome and experiential learning amid high workloads, diverse responsibilities and limited pedagogical preparation. Mentorship and peer support, where available, mitigated developmental gaps, highlighting the importance of structured induction, role clarity and pedagogical training to support staff readiness, retention and allied health education. Longitudinal research should evaluate the effectiveness of induction and mentorship programmes.
SN - 1743-4971
SN - 1743-498X
ER -