CAREER DEVELOPMENT FEATURE
‘ This determination to find the answers not only drives my research forward , but also plays a role in the way I have developed my teaching style to facilitate learning .’
Teaching in higher education was always a path Sam had wanted to follow , but ‘ stereotypically felt was something only offered to those already experts within the profession , or when they had reached the top of their career ’.
Now , she says : ‘ With only having dipped my toes into the research and academic pool , I see myself as an apprentice researcher and teacher . I am happy to acknowledge this and do not see this as a barrier , but a challenge welcomed .
‘ Ultimately , I hope this demonstrates to the students that we are always learning , and I hope to make this experience not one of “ teacher versus learner ”, as I learn so much from them too .
‘ I work in an environment that supports and nurtures critical thinking and encourages positive challenges ; a fresh way of developing the next generation of health professionals to make positive changes in their workplaces , and for the people we collaborate with in health and social care .
‘ This has allowed me to develop my own critical mind and also learn how to develop the critical minds of those I now teach .’
Sam was recently supported to complete her Post-graduate Certificate in Academic Practice ( PgCAP ), which has also helped to ‘ open her eyes ’ to the world of education and how to be the most effective teacher .
‘ For me , instead of patients , I now have students ,’ she says . ‘ Instead of wards , I have lecture theatres . And instead of anxiously presenting inservice training , with support I am leading student workshops ; the same skills , with different populations .’
Sam recognises that any new post takes time to adapt to , and it has taken her time to adjust to this way of working . However , she has been well supported by her team and feels able to ask for guidance , should this be necessary .
‘ I am aware that this is still a work in progress and I welcome the challenge this brings in order to become more effective as a researcher and academic ,’ she adds . ‘ I am very much enjoying this new role with the new challenges that it brings and I am keen to develop this further , in the hope that teaching and research roles will be embedded as an option for future occupational therapists .
‘ At the end of it all , I am still one of the “ green trouser brigade ”, and although my working day looks and feels very different , I use all my core skills daily in order to drive forward our occupational therapy agendas through critical thinking , using research , adapting to changing landscapes and always putting our service users at the centre of everything we do .’
Her concluding advice for anyone who feels like working in academia or research is unreachable is : ‘ Explore the routes less travelled , you don ’ t know what you may find .’
Sam Whiting , Teaching and Research Associate in Occupational Therapy , PhD student , University of Plymouth , and also current coactivity membership lead for the RCOT South West Region . If anyone is interested in Sam ’ s research , or would like to know more about her role , please email : sam . whiting @ plymouth . ac . uk or follow on Twitter : @ SWhitingOT
OTnews May 2021 57