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The journey from clinical practice to academia can be both rewarding and challenging. Clinicians possess valuable real-world experience, which can enhance the educational experience for students. However, moving into an academic role entails developing new competencies, including pedagogical skills and research methodologies. Understanding the factors that influence this transition is crucial for both the individuals making the and the institutions that support them.

Clinicians moving into academic positions experience stages that resemble the novice-to-expert progression outlined by Benner (1984, cited in Mamsburg &. Schoening (2013) outlines four key phases clinicians experience during transitions into new roles. First, they go through anticipation/expectation, feeling excited and optimistic about their responsibilities. This is followed by disorientation, where unexpected challenges lead to uncertainty and stress. To adapt, they engage in information seeking, actively acquiring knowledge and support to navigate their new environment. Finally, they reach identity formation, developing confidence and establishing a strong professional identity. These phases highlight the emotional and cognitive adjustments required during professional transitions.

Challenges Faced by Transitioning Clinicians

The transition from clinical practice to academia represents a paradigm shift. Clinicians are often experts in their respective fields, equipped with practical skills and firsthand experience in patient care. However, the academic environment requires a different skill set, including teaching methodologies, research design, and scholarly communication. Some of these challenges are discussed below.

15 July 2025, Authors: Katyon Warrick, Anna Agyare, Fiona Chalk, Khong Hern Low

Key Challenges - An Overview
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15 July 2025, Authors: Katyon Warrick, Anna Agyare, Fiona Chalk, Khong Hern Low

Empirical Evaluation: Lessons Learned
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