Reflections on Identity and Role Navigation of Continuous Medical Education Tutors in General Practice

BACKGROUND: General practitioners (GPs) who take on the role of continuous medical education (CME) tutors play a vital part in facilitating small group learning among their peers. Despite the importance of this role, the personal experiences, motivations and unique challenges of CME tutors remain largely unknown. This study aimed to provide further insight into CME tutors' reflections on their role and professional identity formation. METHODS: A qualitative research approach, supported by two theoretical frameworks-identity and role theory-was employed. Thirteen CME tutors across Ireland participated in semi-structured interviews conducted via Zoom. The interviews were analysed thematically. FINDINGS: Participants primarily identified themselves as GPs, but enthusiasm for peer learning and education led them to become CME tutors. They viewed their CME tutor role as deeply rewarding and enriching their clinical practice, reflective skills and identity as both doctors and educators. As CME tutors, they also embraced the role of 'go-to' person: being perceived as someone reliable and consistently supportive. The overlap between internal and external expectations often led to role strain, which was intensified by the informal expansion of role into areas beyond their remit, including helping with personal or practical issues of peers. Yet, our participants felt that the role of CME tutor embraced their personal and professional development, strengthening their commitment to medicine and education. CONCLUSION: The career of CME tutors in Ireland was highly valued among participants; yet, additional support is needed to address role-related challenges and ensure the long-term attractiveness and sustainability of this vital professional path.