EXPLORING THE LIMINALITY IN MEDICAL TEACHERS TRANSITIONING FROM CLINICAL TO ACADEMIC ROLES
DOI:
https://doi.org/10.52764/jms.26.34.3.7Keywords:
Liminality, Medical Teachers, Clinicians, Academic roles, Clinical roles, Transition, Professional developmentAbstract
Objective: This study explores the liminality of medical teachers transitioning from clinical to academic roles.
Methods: A qualitative study was conducted from July 2025 to December 2025. A purposive, maximum-variation sample of 12 medical teachers from across Khyber Pakhtunkhwa who had transitioned from clinical to teaching roles was invited to participate. An interview guide was developed using liminality theory and informed by concepts of professional identity formation and communities of practice. Semi-structured online interviews explored liminality among medical teachers, capturing their lived experiences, challenges, motivations, and adaptation processes. Data were analyzed, and themes and subthemes were derived using Braun and Clarke's thematic analysis framework.
Results: Thematic analysis identified five main themes including: (1) Motivations for Transition, including personal circumstances, family obligations, and dissatisfaction with clinical roles; (2) Liminality and Identity Crisis, points out the internal conflict between clinical and academic identities; (3) Challenges in Adaptation to Academic Roles, focusing on deficiencies in teaching and assessment skills; (4) Institutional Support programs and Mentorship, focusing on the lack of formal training and mentorship at the level of institution; and (5) Professional Growth and Fulfillment, where participants agreed to their personal and professional growth despite the challenges.
Conclusion: This study highlights the complexities of the liminal phase for medical teachers in our local context, marked by challenges related to identity conflict, skill development, and institutional support. Medical institutions should establish structured faculty development and mentorship programs to support professional identity formation and ease the transition into academic roles.
Keywords: Communities of Practice, Faculty Development, Liminality, Medical Teachers, Professional Identity Formation, Qualitative Research.
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Copyright (c) 2026 Nowshad Asim, Shumaila, Hanzala Waqar, Brekhna Jamil, Usman Mahboob, Syed Muhammad Junaid
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