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as a CTF (who is incidentally very interested in transitions & professional identity), i am constantly faced with the balance between maintaining good, effective & psychologically safe medical education for undergraduates... (1/x)
...whilst also playing a clinical role predominantly focused on delivering excellent care & practicing good medicine. this balance has been brought into focus 1000x by the current situation we face in NHS hospitals... (2/x)
...however, this is *not* a dichotomy - compromise is being made on all fronts (elective procedures are being cancelled, clinical staff are being redeployed to areas largely beyond comfort zones, teaching, learning & assessment has been amended, if not cancelled)... (3/x)
...it's my opinion that we need to accept that we are *all* going to have to do things we don't like for a while, but that's not to say we have to lose our sense of what is right, what is safe & what is important. (4/x)
when faced with difficult decisions or feel like we are backed into a corner (a feeling many of my NHS & undergraduate colleagues will be familiar with!), we need to revisit our own fundamental values & principles & apply them to the situation we find ourselves in... (5/x)
nobody (literally nobody!) signed up for a role in this amazing, ridiculous, infuriating institution without the simple desire to help people - let's extend that same care to our colleagues, our students & our leaders and remember that it's something we *all* have in common (6/x)
these are just some of my thoughts in response to a lot of similar themes that have arisen in the recent days, weeks & months
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i would love to hear the thoughts of fellow CTFs - how are you balancing your own sense of doctor vs educator? how important do you think the role of CTF is at presnet? what approaches have you utilised to support your students? (8/8)
@TheCTFF #MedEd #MedTwitter @MedicalEducator
@TheCTFF #MedEd #MedTwitter @MedicalEducator
