Engaging Retired Physicians as Educators

Motivations and Experiences of Participants in a Novel Educational Program

Bibliographic Data

ID21614297
AuthorsLaurie H Plotnick (0000-0003-1595-3667, McGill University, corresponding author), Robert Sternszus (0000-0001-8115-5490, McGill University), Mary Ellen Macdonald (0000-0002-0581-827X, McGill University), Yvonne Steinert (0000-0001-9933-6732, McGill University)
Year2022
Volume97
Issue12
Pages1841-1846
Publication date2022-12-01
Open AccessNo
TypeARTICLE
VenueAcademic Medicine (JOURNAL)
Journal identifiersISSN: 1040-2446 • E-ISSN: 1938-808X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000004981
PMID36449922
OpenAlexW4310589048
LanguageEN
Citations received1
References cited29

PURPOSE: Physician retirement has important impacts on medical learners as well as retiring physicians themselves. Retiring physicians take with them a wealth of knowledge, wisdom, and expertise and can feel a loss of identity, lack of fulfillment, and reduced social connectedness after leaving the institution. To address this, a novel educational program providing retired physicians with renewed educational roles was implemented in 2018 within a university-associated pediatric department. This study sought to explore the retired physicians' experiences in this new intergenerational program, including their motivations to reengage as educators after retirement. METHOD: The authors designed this study using qualitative description. Semistructured interviews were conducted in the Department of Pediatrics of McGill University in 2019 with retired physicians who participated in the educational program's inaugural year. Role theory and psychosocial development theory were used to design the interview guide and inform the thematic analysis. Iterative analysis of the interview transcripts was deductive and inductive. RESULTS: Of the 8 retired physicians who participated in the program's first cohort, 7 participated in this study. Analysis of the data yielded 4 main themes: a challenging shift to retirement, a desire for reengagement after retirement, role dissonance, and gaining by giving. The retired physicians were motivated to engage as educators. Although they experienced some discomfort in their new nonclinical roles, they described their experiences as fulfilling, with benefits such as intellectual stimulation, social connectedness, and a sense of purpose. CONCLUSIONS: Retired physicians' motivations to reengage academically and their experiences contributing to educational activities in this program highlight the importance of supporting physicians during the transition to retirement and establishing formal programs to engage retired physicians as educators

Cognitive dissonance · Medical education · Psychosocial · Qualitative research · Social connectedness · Sociology · Thematic analysis · Diversity and Career in Medicine · Innovations in Medical Education · Medicine · Psychology · Retirement, Disability, and Employment · Social Psychology · Gerontology

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