{"id":1183,"date":"2015-10-30T21:01:06","date_gmt":"2015-10-30T20:01:06","guid":{"rendered":"https:\/\/blogs.bmj.com\/adc\/?p=1183"},"modified":"2015-11-02T11:34:10","modified_gmt":"2015-11-02T10:34:10","slug":"guest-post-being-a-clinical-academic","status":"publish","type":"post","link":"https:\/\/blogs.bmj.com\/adc\/2015\/10\/30\/guest-post-being-a-clinical-academic\/","title":{"rendered":"Guest Post: Being a Clinical Academic"},"content":{"rendered":"

\"LabPhillips\"<\/a>Fresh from all sorts of Deep Thinking and engaging with a broad range of research, it’s time to turn back to thinking about Turning the Tide and increasing the number of paediatrician types actively doing research as a large chunk of their jobs – clinical academics. Where training systems are in place, and encouragement is available, there’s something a bit odd about stepping off the usual escalators and moving to do something different.<\/p>\n

A regular\u00a0contributor to the @ADC_BMJ social media scene, @gourmetpenguin<\/a>, provides her thoughts below on what it’s like to live that life … and if you’re intrigued and in the UK, there’s a Conference for those who are, who want to be, or who are just curious going on in Sheffield on\u00a07th <\/sup>November http:\/\/bma.org.uk\/events\/2015\/november\/clinical-academic-trainees-conference<\/a><\/p>\n

<\/p>\n

Being a clinical academic is a strange place to be sometimes. When I decided that I wanted to be a paediatrician, I was still in high-school and doing my A-levels. I had it all sorted out in my head: medicine was about being hands-on; procedures; medications. Doing things that made people better. My working day was going to be clearly mapped out: there would be a ward round; patients to clerk and examine; a clinical team; tests to organise; drug charts to write; blood tests to take; results to chase\u2026
\nThat\u2019s not how my days work out.<\/p>\n

Filling in form after form after form to get through R&D processes (which end up being slightly different for each Trust)?
\nTravelling around the country trying to find research participants (and keeping your fingers crossed that they remembered you were coming)?<\/p>\n

Days in front of a computer wondering if you\u2019re stating the blindingly obvious, and then realising that it isn\u2019t that obvious at all?<\/p>\n

Spending hours in families\u2019 homes as they let you in to the most traumatic experiences of their lives?<\/p>\n

This isn\u2019t what my medical school trained me for. It isn\u2019t what most of my clinical colleagues do.<\/p>\n

It doesn\u2019t feel like \u201creal\u201d medicine.<\/p>\n

Part of the problem with being a clinical academic is that you\u2019re split between (at least) two positions. You have clinical responsibilities which are relatively fixed, with defined tasks and shift patterns. Things definitely don\u2019t stay within boundaries in the clinical world, but there\u2019s some kind of structure to how the hospital world functions.<\/p>\n

Then there\u2019s academia: no defined hours; tasks that you mainly set yourself; a timetable that\u2019s self-directed; and what feels like a limitless, whirling, storm of information and knowledge that you can\u2019t quite grasp. Remember those first days as a clinical medical student? That first ward round where about one word in three was comprehensible, and you realised that the list of things that you didn\u2019t understand was enormous. That is what academia feels like all the time. You never start to get a handle on it. Once you think that you understand your own subject area a tiny bit, it turns out to be linked to a whole other subject area that you hadn\u2019t even realised was related.<\/p>\n

Working in one of these ways is challenging enough. Constantly swapping from clinical to academic to clinical to academic to clinical to academic\u2026 That\u2019s tough.<\/p>\n

And it\u2019s even more challenging because there aren\u2019t nice rules and examples about how it\u2019s done. My image of how I was going to spend my clinical day was firmly grounded in popular culture. I had a pretty good idea of how \u201ca junior doctor\u201d behaved and what their job was like, because I\u2019d seen it. I\u2019d watched Casualty, and Cardiac Arrest, and ER, and Chicago Hope (remember that one? Very swish hospital). I read the information in medical school application packs. As a student, I heard senior students and house officers (and occasionally SHOs) talking about their day.<\/p>\n

I didn\u2019t learn how to be an academic.<\/p>\n

Of course, that\u2019s the great attraction of being an academic. There isn\u2019t a definite way of being; a thing that makes an academic. You have to make it yourself.<\/p>\n

And one of the most amazing things is being part of a community of people that feel the same way. It doesn\u2019t really matter whether your day is spent in a lab looking at things-that-people-look-at-in-labs, or if it\u2019s recruiting patients for a clinical trial, or if it\u2019s spending your time doing observational studies or interviews. There\u2019s still that feeling that you aren\u2019t quite doing what your peers are doing. In some ways, the fact that paediatric research is so diverse and widespread helps: there aren\u2019t very many clinical academics and those who do will be spread throughout a range of different disciplines. We\u2019re all isolated in some ways \u2013 which makes finding a network of people who share something in common even more important.<\/p>\n

That network does exist. There are the formal organisations: the Academic Paediatric Association; the Joint Academic Trainees committee at the BMA with conferences and meetings.<\/p>\n

But what we really share is the belief that somewhere when we\u2019re overwhelmed by the swirling vortex of information, that there is a fragment of knowledge that will make patient care better. That shared belief is what keeps us going in the never-ending battles with R&D and referencing software and abstract submission. And that\u2019s what makes us paediacademiatricians.<\/p>\n

– @gourmetpenguin<\/a><\/p>\n

– See other blogs here<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Fresh from all sorts of Deep Thinking and engaging with a broad range of research, it’s time to turn back to thinking about Turning the Tide and increasing the number of paediatrician types actively doing research as a large chunk of their jobs – clinical academics. Where training systems are in place, and encouragement is […]<\/p>\n

Read More…<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2675],"tags":[],"class_list":["post-1183","post","type-post","status-publish","format-standard","hentry","category-guest-post"],"yoast_head":"\nGuest Post: Being a Clinical Academic - ADC Online Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.bmj.com\/adc\/2015\/10\/30\/guest-post-being-a-clinical-academic\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Guest Post: Being a Clinical Academic - ADC Online Blog\" \/>\n<meta property=\"og:description\" content=\"Fresh from all sorts of Deep Thinking and engaging with a broad range of research, it’s time to turn back to thinking about Turning the Tide and increasing the number of paediatrician types actively doing research as a large chunk of their jobs – clinical academics. 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