SNOPYSIS

The AFMC John Ruedy Award for Excellence In Graduate Health Professions Education Scholarship recognizes learners for their scholarly potential in health professions education (HPE). The recipient of the John Ruedy Award will present their innovative work to the ICAM audience at the John Ruedy symposium.

Community family physicians operate in different practice contexts when compared to hospital settings where medical learners were traditionally taught. There are differences in the formation of therapeutic relationships, operational culture and autonomy, workflows and demands, as well as impacts from remuneration models. From learner experiences to independent practice as staff physicians, the development of teacher identity can be influenced. This presentation is based on a qualitative study conducted with community family practice preceptors who provide longitudinal relationship-based care on their development of a teacher identity.

At the end of this session, participants will:

1. Describe professional identity and teacher identity, as they relate to family physicians who also act as preceptors;
2. Relate differences in training and practice contexts that may impact family physicians’ experience of teaching and identity formation;
3. Examine enablers and barriers to developing a teacher identity, particularly in family physician preceptors.