Toggle Main Menu Toggle Search

Open Access padlockePrints

[MClinEd] An Evaluation of a Teaching and Research Fellowship Scheme

Lookup NU author(s): Professor Roger Barton


Full text is not currently available for this publication.


This case study evaluated a novel teaching and research fellowship (TRF) scheme for doctors in training in the North-East of England. The scheme combines teaching of undergraduate medical students, training in teaching by Certificate in Clinical Education, and a research project to fulfil the requirements of an MD or PhD thesis. Review of the literature revealed no or little data about teaching or research training schemes respectively. This in-depth qualitative study gathered data by semi-structured interviews with the TRFs. Thesis, Certificate and publication output were also examined. Fourteen of the eighteen TRFs were interviewed, and data on outputs retrieved. All TRFs completed the Certificate, and the completion rate for higher degrees was very high. The scheme was highly valued by the fellows who would both do the scheme again and recommend it to friends. The TRFs developed numerous generic skills. The teaching commitment was appreciated and there was felt to be a symbiosis between the elements of the scheme. The issues with the scheme were irritating niggles rather than significant problems. They were around basic themes of facilities, computing, administrative support, bureaucracy, communication, geography, and specific supervisory areas. The findings were interpreted in the light of Herzberg’s Two Factor Theory, and a counter-theory generated, suggesting that high-level “Motivational Factors” are intrinsic to the TRF scheme, and unlike in business it is the low-level “Hygiene Factors” that are problematic: attention to these would improve the scheme. Greater iteration in analysis would improve the study quality. There was an issue with anonymity. In conclusion, the scheme appears to have been successful. There is synergy between teaching and research. High level “Motivating Factors” are intrinsic to the scheme. Further study and development should focus on the effects of improving the basic “Hygiene Factors”, and on wider implementation of such schemes.

Publication metadata

Author(s): Barton JR

Publication type: Report

Publication status: Published

Series Title: School of Medical Education Development

Type: Masters in Clinical Education

Year: 2005

Institution: Newcastle University

Place Published: Newcastle upon Tyne, UK

Notes: Awarded with Merit, December 2005