The reincarnation of a biomedical researcher: from bench science to medical education.
After 33 years as a biomedical research scientist, I embarked on a new career in medical education. The transformation was awkward, difficult and exciting. Although I had assumed that previous experience in research and scholarship would stand me in good stead, such was hardly the case. I had to learn to navigate a strange new literature, replete with terms that I did not understand, and to deal with concepts that challenged my physico-chemical mindset. As I learned, I found myself discovering a field rich in essential questions, controversial hypotheses, and important potential applications. With my newly acquired knowledge and skills, I began to reflect on my own educational endeavors. I identified a number of outstanding issues and I designed studies to address them. What made these investigations particularly significant for me was their applicability. Although medical education is an exciting and meaningful career path, because of its low profile in most medical schools, few faculty are aware of the academic opportunities that it affords.
Brawer
James R
JR
Centre for Medical Education, Montreal, McGill University, Canada. james.brawer@mcgill.ca
D035843:Biomedical Research / Q000458:organization & administration; D002170:Canada; D002321:Career Choice; D004501:Education, Medical / Q000458:organization & administration; D005180:Faculty, Medical; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D008297:Male; D008875:Middle Aged; D012108:Research Personnel