You are here

  • Home
  • Archive
  • Volume 11, Issue 4
  • Multimethods study comparing the experiences of medical clinical academics with nurses, midwives and allied health professionals pursuing a clinical academic career

Responses

Article menu
XML
Medical education and training
Original research
Multimethods study comparing the experiences of medical clinical academics with nurses, midwives and allied health professionals pursuing a clinical academic career
Compose a Response to This Article
Compose Response

More information about text formats

Plain text

  • No HTML tags allowed.
  • Web page addresses and e-mail addresses turn into links automatically.
  • Lines and paragraphs break automatically.
Author Information
First or given name, e.g. 'Peter'.
Your last, or family, name, e.g. 'MacMoody'.
Your email address, e.g. higgs-boson@gmail.com
Your role and/or occupation, e.g. 'Orthopedic Surgeon'.
Your organization or institution (if applicable), e.g. 'Royal Free Hospital'.
Statement of Competing Interests

PLEASE NOTE:

  • A rapid response is a moderated but not peer reviewed online response to a published article in a BMJ journal; it will not receive a DOI and will not be indexed unless it is also republished as a Letter, Correspondence or as other content. Find out more about rapid responses.
  • We intend to post all responses which are approved by the Editor, within 14 days (BMJ Journals) or 24 hours (The BMJ), however timeframes cannot be guaranteed. Responses must comply with our requirements and should contribute substantially to the topic, but it is at our absolute discretion whether we publish a response, and we reserve the right to edit or remove responses before and after publication and also republish some or all in other BMJ publications, including third party local editions in other countries and languages
  • Our requirements are stated in our rapid response terms and conditions and must be read. These include ensuring that: i) you do not include any illustrative content including tables and graphs, ii) you do not include any information that includes specifics about any patients,iii) you do not include any original data, unless it has already been published in a peer reviewed journal and you have included a reference, iv) your response is lawful, not defamatory, original and accurate, v) you declare any competing interests, vi) you understand that your name and other personal details set out in our rapid response terms and conditions will be published with any responses we publish and vii) you understand that once a response is published, we may continue to publish your response and/or edit or remove it in the future.
  • By submitting this rapid response you are agreeing to our terms and conditions for rapid responses and understand that your personal data will be processed in accordance with those terms and our privacy notice.
CAPTCHA
This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.

Vertical Tabs

Other responses

Jump to comment:

  • Published on: 13 May 2021
    Similar issues for Healthcare Scientists

    Thank you for this important and interesting article! Often non-medics think it's straightforward for medics, when if you actually talk to doctors on the pathway you find it is not that easy. I just wanted to comment that the NMAHP issues also apply to other non-medical healthcare professionals, including psychologists, pharmacists, biomedical scientists and clinical scientists and engineers.

    These professions include significant postgraduate research training as part of clinical training, but this does not seem to have made clinical-academic careers more accessible to these groups. For example, I had to resign from my NHS position as a medical physicist to do a PhD in medical physics that was directly relevant to my role and career development. So I don't think better provision of research training in NMAHP degrees is the answer (although it won't be a negative thing).

    I think the only thing that will help is for the clinical-academic pathway to become more normal, which will happen as people who have struggled with these issues over the past decade obtain senior positions and are able to help their more junior peers. These senior staff with a clinical academic background will hopefully recognise the value of research trained clinical staff and put a lot of effort in to breaking down the barriers.

    Conflict of Interest:
    None declared.