Keywords: CME Tutor, Qualitative research, Career sustainability, Role navigation

Background:

Continuing Medical Education small group learning (CME-SGL) plays a vital role in supporting general practitioners (GPs) through ongoing professional development. While previous research has demonstrated CME-SLG’s positive impacts for individual group members, including those related to prescribing, reduced burnout, and enhanced competence, we know little of the personal experiences, motivations, and unique challenges faced by the CME tutors who deliver this vital education.

Research questions:

This study examined the experiences of CME tutors in Ireland, asking ‘what are CME tutors’ reflections on the value of their role and its impact on their careers?’. Approaching the study through a constructivist lens, we also explored whether and how this role has influenced their formation of professional identity.

Method:

Thirteen CME tutors across Ireland participated in semi-structured interviews, conducted via Zoom. The anonymised transcripts were analysed thematically.

Results:

Participants primarily identified as GPs, but their enthusiasm for peer learning and education led them to become CME tutors. As CME tutors, they felt that being a facilitator rather than an expert allowed them to learn equally from GP peers. CME tutors embraced the role of 'go-to' person: being perceived as someone approachable, reliable and consistently supportive. However, they did describe some tensions to be navigated, including some personal ones related to managing their own and others’ expectations. Tutors also described the regular conflict between participants' professional and personal roles, particularly given that the majority of small group CME events took place after work hours. Despite these challenges, CME tutors viewed their role as deeply rewarding and enriching their clinical practice, reflective skills, and identity as both doctors and educators.

Conclusions:

The 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.

Points for discussion: