Role conflict within medical education

Extract from article:

‘Hello, my name is Seb and I will be running your workshop today.’

I was a final-year medical student in front of a group of postgraduate Masters students on a research methods module. Two years beforehand, I had studied an MSc in Medical Education. Subsequently, I was invited back to lecture on the Masters courses, on both research methods and medical education. On the one hand, I was the lowest rung on the medical career ladder – a medical student. On the other hand, I have a postgraduate degree, several publications and am a fellow of the Higher Education Academy – a UK ‘national body which champions teaching excellence’.1

This juxtaposition of statuses and roles created an interesting situation. In my class were some senior clinicians, who would be my teachers at some stage. The classroom was my domain – the clinical setting was theirs.

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