“But I’m not a doctor”: the quirks and challenges of a PhD in Medical Education as a non-medic

Authors

  • Jemima Thompson University College London -
  • Mansor Rezian

DOI:

https://doi.org/10.14297/jpaap.v9i3.451

Keywords:

Medical Education, identity, doctors, academics, non-medic

Abstract

This reflective piece aims to reach non-medics considering Medical Education as a PhD discipline. As two non-medics from social science backgrounds, Sociology (Rezian) and Psychology (Thompson), we will talk about some of the quirks and challenges surrounding our journey into Medical Education and what we have tried to do to make it our academic home. Meeting at UCL (University College London) in 2018 and again in 2019 with other Medical Education PhD researchers from across the country, we came to realise that the ‘non-medic in Medical Education’ experience has differences not present in other disciplines.

References

Bryan, B., & Church, H. R. (2017). Twelve tips for choosing and surviving a PhD in medical education–a student perspective. Medical Teacher, 39(11), 1123–1127. https://doi.org/10.1080/0142159X.2017.1322192

Clance, P. R., & Imes, S. A. (1978). THE IMPOSTOR PHENOMENON IN HIGH ACHIEVING WOMEN: DYNAMICS AND THERAPEUTIC INTERVENTION. PSYCHOTHERAPY: THEORY, RESEARCH AND PRACTICE, 15.

Gill, D., Griffin, A., Woolf, K., & Cave, J. (2009). Twelve tips for studying medical education at doctoral level. Medical Teacher, 31(7), 601–604. https://doi.org/10.1080/01421590802574573

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Published

2022-01-21

Issue

Vol. 9 No. 3 (2021): JPAAP Vol 9, No 3(2021)

Section

Opinion Piece

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