Process and outcomes of the ANZCEN Clinician Educator Incubator programme

Abstract

Context: The Australian and New Zealand Clinician Educator Network (ANZCEN) established a yearlong, grassroots interprofessional and international faculty development programme for critical care educators in 2020. The programme aims to develop members’ scholarly teaching practice in addition to cultivating a virtual Community of Practice (vCoP). Aim: This research aims to explore the programme’s use of vCoP by evaluating if, and how, a vCoP approach enhances the learning experiences of critical care educators, influences scholarly teaching practice, and develops educator identity. Method: This study used qualitative and quantitative approaches to understand how participants experience the Incubator programme. Data was generated from an anonymous survey and semi-structured interviews from total population sampling. Data was analysed using framework analysis – the value creation framework - and narrative inquiry. Findings: Of the study population of 66 participants, 27 (41%) responded to the anonymous survey and 15 (23%) participated in the semi-structured interviews. The survey results indicated positive change in the majority of the participants. The results indicate that the Incubator affected them professionally; affected their social connection; helped with their scholarly teaching practice; and changed their ability to influence their professional culture. The study showed that the Incubator programme created value for the participants despite significant challenges due to the pandemic. Participants’ interviews revealed four overarching narratives: Experience of affirmation; A sense of belonging; Getting new ideas; and Reframing views on education. These overarching narratives are interconnected in the participants’ evolving sense of identity as clinician educators. Conclusions: A vCoP approach enhances learning experiences for critical care educators on the incubator programme, increases the participants’ scholarly teaching practice, and promotes change in their teaching identities. A vCoP approach to faculty development is feasible, although significant effort and resources are required. The value creation framework is a useful tool for the evaluation of a CoP associated with faculty development programmes.