EXPERIENCES OF MEDICAL FACULTY AS EDUCATORS AND PRACTITIONERS: IMPLICATIONS FOR EDUCATIONAL MANAGEMENT

Abstract

This qualitative study examined the experiences of eleven medical faculty members who simultaneously serve as clinicians and educators in selected Philippine medical schools, with emphasis on implications for institutional policy and educational management. Using purposive sampling and semi‑structured interviews, the study employed reflexive thematic analysis following Braun and Clarke’s six‑phase approach to generate themes on faculty responsibilities, dual professional identity, workload strain, and the effects of institutional policies and support mechanisms. Findings highlight the multidimensional nature of clinician‑educator work, persistent challenges in balancing academic and clinical duties, and the enabling or constraining role of policies on scheduling, workload, recognition, and welfare. The study recommends policy actions on workload rationalization, flexible scheduling and protected time, strengthened support and wellness programs, and promotion and reward systems that explicitly recognize educational contributions of clinician‑educators in medical schools.