ArticleThe clinical teacher2026
Reflections on Identity and Role Navigation of Continuous Medical Education Tutors in General Practice.
Article in The clinical teacher, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
2 citing papers in PubMed.
- The Effectiveness of Small Group Education on Improving Antibiotic Prescribing in General Practice: A Mixed Methods Systematic Review.Antibiotics (Basel, Switzerland) · 2026Review
- Reflections on Identity and Role Navigation of Continuous Medical Education Tutors in General Practice.The clinical teacher · 2026Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundGeneral practitioners (GPs) who take on the role of continuous medical education (CME) tutors play a vital part in facilitating small group learning among their peers. Despite the importance of this role, the personal experiences, motivations and unique challenges of CME tutors remain largely unknown. This study aimed to provide further insight into CME tutors' reflections on their role and professional identity formation.
methodsA qualitative research approach, supported by two theoretical frameworks-identity and role theory-was employed. Thirteen CME tutors across Ireland participated in semi-structured interviews conducted via Zoom. The interviews were analysed thematically.
findingsParticipants primarily identified themselves as GPs, but enthusiasm for peer learning and education led them to become CME tutors. They viewed their CME tutor role as deeply rewarding and enriching their clinical practice, reflective skills and identity as both doctors and educators. As CME tutors, they also embraced the role of 'go-to' person: being perceived as someone reliable and consistently supportive. The overlap between internal and external expectations often led to role strain, which was intensified by the informal expansion of role into areas beyond their remit, including helping with personal or practical issues of peers. Yet, our participants felt that the role of CME tutor embraced their personal and professional development, strengthening their commitment to medicine and education.
conclusionThe career of CME tutors in Ireland was highly valued among participants; yet, additional support is needed to address role-related challenges and ensure the long-term attractiveness and sustainability of this vital professional path.
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Registered trials
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