15 July 2025, Authors: Katyon Warrick, Anna Agyare, Fiona Chalk, Khong Hern Low - Acknowledgement - Dr Hoda Wassif
Key Challenges - An Overview
Cultural Shift
The culture in academia is markedly different from that in clinical settings. While clinical practice often emphasises immediate results and patient outcomes, academia values inquiry, exploration, and the generation of knowledge over time. Clinicians transitioning to academia may initially struggle to adapt to this slower, more deliberative pace. Academia has its own language, processes, and expectations, which can feel overwhelming for those accustomed to the clinical environment. The transition from a practice clinician to an academic role is not just a career change, it represents a significant cultural shift. This journey involves adapting to a new set of expectations, values, and responsibilities that can be both exhilarating and daunting. For many clinicians, the allure of academia lies in the opportunity to shape the future of healthcare through research, education, and innovation. However, embracing this shift requires a deep understanding of the academic culture and a willingness to adapt. For example, a nurse moving into a faculty position might struggle with the adjustment from practical bedside care to the theoretical and evidence-based focus of academic research. They may initially find the slower-paced, discussion-heavy environment unfamiliar, especially when transitioning from making quick clinical judgments to engaging in in-depth literature reviews, scholarly writing, and pedagogical strategies for educating future clinicians.
Institutional Support
Academic institutions are traditionally designed for individuals following conventional pathways, such as medical degrees or advanced research-focused qualifications. These structures assume candidates possess extensive teaching and research experience, often overlooking professionals from diverse clinical backgrounds with varied educational journeys. Additionally, the system prioritises full-time campus learners, failing to accommodate those balancing multiple roles, such as parents, caregivers, or working professionals. As education evolves, institutions must rethink rigid frameworks, fostering inclusivity and flexibility to support a broader spectrum of learners and professionals.
Mentorship support
Mentoring for new lecturers is crucial for their development and success in academia. While a buddy system can provide immediate support and companionship, a structured mentoring programme offers deeper guidance and professional growth opportunities, many of which limited guidance due to time constraint and this can new lecturers feeling unprepared. The need for effective mentorship becomes increasingly apparent. While informal buddy systems can provide a semblance of support, they often fall short of addressing the multifaceted needs of new lecturers. Mentorship, in its most robust form, offers guidance, professional development, and a structured approach to navigating the complexities of academic life. However, the pool of available experienced mentor and time capacity for mentorship are two major limitations.
Mentorship in Academia: Supporting Early-Career Academics
Several UK universities have developed structured mentoring programmes to support early-career researchers and new academic staff. The University of Manchester offers formal mentoring schemes that pair less experienced staff with senior mentors, emphasising the importance of regular meetings and goal setting to facilitate professional development. Similarly, the University of Oxford has established comprehensive mentoring programmes focused on research growth, teaching, and career progression, providing ongoing structured support for early-career academics. In addition, the University of Leeds promotes peer mentoring schemes that facilitate shared learning and community building among colleagues at similar career stages, encouraging regular interaction and mutual support. These initiatives align with the mentorship framework of the Institute of Leadership and Management (ILM), which emphasises structured coaching, leadership development, and professional growth. By integrating mentorship into academic institutions, universities can enhance career progression, improve teaching quality, and create a more supportive academic culture.
For mentorship to be truly impactful in academia, institutions must move beyond standard models and critically assess how mentoring structures shape career progression and professional well-being. Only through a holistic and adaptive approach can mentorship serve as meaningful support that bridges the gap between clinical expertise and academic scholarship, empowering educators to thrive in an evolving academic landscape.
Teaching Skills
Effective teaching requires a different skill set than that required for clinical practice. Clinicians must learn to engage students, develop curricula, and assess learning outcomes. This necessitates training in pedagogical techniques, which may not have been part of their initial professional development. Even in their previous role as clinician teaching junior or newly joined staff member, the focus is on how to achieve the result and which steps to take. In academia, this “spoon-feeding” culture isn’t practical as learners need to engage and think independently to demonstrate learning outcomes achieved. This can be particularly challenging if the academics do not have essential skills up their sleeves to stimulate learning at higher level studies. To strengthen clinical educators' teaching skills, incorporating specific strategies and training opportunities would enhance the practical applicability of the guidance for clinicians seeking to improve their pedagogical practical teaching proficiency and foster more effective learning environments. For examples, providing workshops, courses, or mentorship programs focused on medical education can provide clinicians with valuable insights and practical tools to improve their teaching practices. Additionally, emphasising specific pedagogical strategies, such as the use of case-based learning, simulation exercises, or formative feedback techniques can help clinicians bridge the gap between clinical and academic teaching competencies.
Research Competence: Rethinking the Academic Role
Clinicians entering academia often face the challenge of developing research competence, moving beyond evidence-based practice to conducting original research, publishing findings, and securing funding. While these skills are essential, the assumption that all academics must be research experts is outdated. Academia thrives on diversity, with professionals from various backgrounds contributing with unique experiences that enrich learning environments and institutional growth—regardless of whether they pursue a research-heavy path. Universities benefit from integrating real-world clinical expertise into teaching and mentorship, demonstrating that scholarship extends beyond research publications to impact-driven education and professional development.
Work-Life Balance: Navigating Academic Pressures
Clinicians already juggle demanding schedules, balancing patient care, administration, and personal responsibilities. Transitioning into academia introduces new pressures, often exacerbated by increasing administrative workloads and the expectation to provide a highly personalised student experience. A 2008 study revealed that 53.9% of lecturers spent the majority of their working week on administrative tasks, highlighting the intensity of academic responsibilities (Court & Kinman, 2008). Without proper boundaries, these demands can lead to stress and burnout. Successful adaptation requires strategic time management, clear professional boundaries, and institutional support, including wellness programmes designed to safeguard mental health and well-being. By leveraging these resources, clinicians can maintain balance, ensuring a fulfilling academic career while positively shaping healthcare education.
Imposter syndrome
Imposter syndrome is the sensation of being an imposter, linked to feelings of being unworthy of success, and it creates self-doubt and even anxiety, resulting in the experience of feelings that are both undermining and isolating (Peng et al., 2022). It is acknowledged that self-doubt and insecurity create the perfect environment for imposter syndrome to develop (Neureiter and Traut-Mattausch, 2016).
The transition from being a skilled and experienced practitioner to a novice academic can be uncomfortable, often leading to imposter syndrome as individuals step out of their comfort zones (John, 2019). Despite increasing responsibilities, promotions, or recognition, feelings of inadequacy may persist, creating self- doubt about competence. This highlights the psychological challenge of adjusting to an academic role, even when external validation suggests capability.
Greenwood (2022) recommends exploration of imposter feelings, as they do not usually represent external perspectives, but are something that the individual should make ‘their own’. Through this approach, individuals can acknowledge and accept areas where they feel less confident while also recognizing their strengths in other aspects of professional life. John (2019) emphasises that ‘putting a name’ to imposter feelings can aid in acceptance, helping individuals reframe their self-perception and build confidence in their evolving roles. Over time, this self-awareness fosters resilience, allowing them to navigate professional transitions with greater assurance.
[The bibliographical references are included in the second 15 July 2025 blog entry, titled ‘Empirical Evaluation: Lessons Learned’]