Exploring the transition from clinician to researcher and back again: protocol for a scoping review

Exploring the transition from clinician to researcher and back again: protocol for a scoping review | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Study protocol Exploring the transition from clinician to researcher and back again: protocol for a scoping review Shahad Al-Tikriti, Clare Kennedy, Karima Abubakr, Mary F Higgins This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4492581/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background This proposal outlines a scoping review to investigate the existing literature on the transition experiences of clinicians moving from full-time clinical practice to research roles and then returning to clinical practice. It aims to understand the challenges and adjustments involved. Methods This review will be conducted in accordance with the framework described by Arksey and O’Malley’s and updated by Levac for conducting a scoping review. Multiple structured searches will be conducted on CINAHL, EMBRASE, HSE National Health Library and Knowledge Service, MEDLINE, ProQuest, SAGE Journals, Web of Science, Wiley Journals and SCOPUS. Published research in English that focus on the experience of healthcare workers transitioning from clinical to research practice from 1980 to 2024 will be included. Non-English publications will be excluded but will be noted. Selected articles will be screened by title, abstract and finally by full-text review by two or more reviewers to assess eligibly for inclusion. Data extraction tool will be created, piloted, and modified accordingly and then used for data charting. Discussion Professional transitions are potentially vulnerable times where individuals experience uncertainty. One area of interest in medicine is the transition from clinician to researcher. Identifying common challenges enhances the ability to provide better guidance to those undergoing this transition and gives supervisors valuable insights to support researchers effectively. We wish to explore the experience of healthcare professionals involved in direct patient care (medical doctors, nurses, midwives, pharmacists, and dieticians) and compare it to that of medical students undertaking intercalated degree programmes (Masters or Doctorate level research). Academia Adaptation Challenges Emotional Adjustment Healthcare worker Background Transitions may be defined as the passage from one status to another. ( 1 ) Medical transitions are points where individuals experience discontinuity in their professional life and therefore must develop new behaviours or routines to adjust to their new professional situation. Transitions in medical education are often seen as negative, stressful, a “ survival exercise ” or problems to be solved. ( 2 – 8 ) While undoubtably challenging, framing transitions as problems may be limiting. Transitions can equally be seen as transformative, as critically intensive learning periods. ( 9 ) The transitioning person encounters uncertainty, adapts to new context, situations and encounters and undergoes perspective transformations. The aim of the educators is to find the “ sweet spot between challenge and support” , where “ challenge ” represents opportunities for learning, and then” support” recognises the potential vulnerability of the individual. ( 6 – 10 ) Throughout the career of medicine, doctors experience various transitions or shifts in their roles at different stages of their career giving healthcare profession its complex nature. Three types of transitions in medicine are traditionally described: transition from pre-clinical to clinical training, from undergraduate to postgraduate training and from postgraduate trainee doctor to independent practitioner. ( 11 ) Research has shown that these transitions are often associated with stress, effects on personal wellbeing and patient safety. ( 12 ) Over the years, there has been a paradigm shift in medical training, with research now being recognised as an integral and indispensable component. This is clearly noticed by the substantial rise in number of doctors participating in research programmes. A preliminary search on the transitioning from a full time clinician to full time researcher has found some evidence indicating doctors’ negative perception of this experience stemming from the lack of support or structure and the feeling of anxiety and self-doubt on returning to clinical posts. ( 13 ) Some evidence demonstrates the need for guidance stressed by doctors participating in higher degree programmes. ( 14 ) The evidence on the effect of this form of transition appears to be limited and not adequately explored in the medical setting. Besides the potentially valuable contribution to existing literature, understanding this transitioning experience helps address challenges specific to this form of transition and hence provide tailored support mechanisms and targeted resources, accordingly, aiming to facilitate a smoother transition and an enhanced overall preparedness for individuals. Moreover, awareness of the common struggles allows supervisors to able to provide a more informed guidance, anticipate potential obstacles and offer proactive assistance. We choose scoping review as the methodology of choice to identify the gaps and examine the breadth of literature on this evolving topic. ( 15 , 16 ) Following the framework described by Arksey and O’Malley ( 17 ) and updated by Levac, ( 18 ) the primary purpose of this review is to explore the evidence available on the transition of medical doctors from full-time clinical work to full-time research practice for a research degree (e.g., doctorate) and the transition back again to clinical work. We aim to look at the various aspects of these changes: practical, administrative, lifestyle including finance and well-being, professional identity, and preparedness for the role, particularly during the transition from clinical to non-clinical posts. A pilot search of MEDLINE (PubMed) has shown limited evidence on medical doctors’ transition experience. Therefore, a decision was made to extend the search to include the effect of the transition on other healthcare professionals engaged in providing direct patient care (e.g. nurses, midwives, pharmacists, and dieticians) as well as the transition experience of medical students undertaking intercalated higher degree programmes. The objective of this scoping review is to identify the gap in literature on the transition of clinicians from full time clinical work to full time research and/or back again to full time clinical work. We also wish to further expand our search to include the transition of medical students undertaking Intercalated degree programmes (i.e., completing dual training in medicine and master’s or doctorate level research while in medical school). The term clinician refers to healthcare professionals engaged in direct patient care whether that was in a hospital setting, clinic, or healthcare centre. Full time research is holding a position that is primarily focused on research responsibilities with aim of obtaining a higher degree (e.g. doctorate). Transition is the process, period or experience that healthcare professionals undergo as they shift from one status to another. For this study, we are focused on the educational transition of healthcare workers as they switch from full time clinical practice to full time research. A preliminary search of MEDLINE, the Cochrane Database of Systematic Reviews was conducted and no current or underway systematic reviews or scoping reviews on the topic were identified. Methods The proposed scoping review will be guided by the framework developed by Arskey and O’Malley 17 and updated by Levac at al. 18 This review aims to systematically examine the extent and nature of the literature on the experience of transitioning to and from full time research for clinicians. The framework will help ensure a comprehensive and structured approach to mapping the existing research, identifying key themes, and highlighting gaps in the current knowledge. Identifying The Research Question The proposed scoping review aims primarily to explore the breadth of literature on the transition of clinicians, medical doctors in particular, from full time clinical practice to full time research and to identify the gaps in the existing literature. A further objective is to explore the experience of medical students undertaking intercalated programmes. The review questions to be answered are: What is the experience of clinicians transitioning to full time research from full time clinical practice? What is the experience of medical students undertaking intercalated programmes? Eligibility criteria will be defined using the PCC framework; Participant, Concept, context( see appendix I). Appendix I: PCC Framework Below are the definitions for each component: Participants This review will include full time clinicians. A full-time clinician is a healthcare professional that dedicates most of their time providing direct patient care whether in hospital setting, clinics or other healthcare facilities. This includes medical doctors as well as clinicians from allied healthcare professions that involve providing direct patient care such as doctors, nurses, midwives, pharmacists, and dieticians. Veterinarians will be excluded. Concept The concept examined by this proposed scoping review is the transition and transition experience from full time clinical practice to full time research role with purpose of pursuing a higher degree (e.g. Doctorate). Context This proposed review will focus on the transition into full time research, particularly in the pursuit of higher degrees where individuals spend most of their working hours in research. Identifying Relevant Studies This scoping review will consider original, peer-reviewed articles, studies published in English language. Due to the nature of the question, it is anticipated that studies may be quantitative, qualitative, or mixed method studies. Therefore, all study designs will be considered. Non-English publications will be excluded for pragmatic reasons due to the timeframe to complete this scoping review but will be noted. The search strategy will aim to locate both published and unpublished studies. An initial limited search of MEDLINE (PUBMED) was undertaken to identify articles on the topic. The text words contained in the titles and abstracts of relevant articles, and the index terms used to describe the articles were used to develop a full search strategy for the proposed databases (see Appendix II). Appendix II: Proposed Electronic Databases The proposed search strategy is shown in appendix III. Appendix III: Proposed Search Strategy The search strategy, including all identified keywords and index terms, will be adapted for each included database and/or information source. The reference list of all included sources of evidence will be screened for additional studies. Studies published in English will be included, while non-English language studies will be noted. Studies published since 1980 will be included given that the first intercalated Doctor of Medicine/Doctor of Philosophy (MD/PhD) programme commenced in the 1950s and didn’t become a subject of research interest until several decades later. (20-22) If appropriate, authors of papers will be contacted to request missing or additional data, where required. Selecting The Studies To Be Included Following the search, all identified citations will be collated and uploaded into EndNote 20 (23) and duplicates removed. Following a pilot test, titles and abstracts will then be screened by two or more independent reviewers for assessment against the inclusion criteria for the review. Potentially relevant sources will be retrieved in full and their citation details imported into EndNote 20 . The full text of selected citations will be assessed in detail against the inclusion criteria by two or more independent reviewers. Reasons for exclusion of sources of evidence at full text that do not meet the inclusion criteria will be recorded and reported in the scoping review. Any disagreements that arise between the reviewers at each stage of the selection process will be resolved through discussion, or with an additional reviewer/s. The results of the search and the study inclusion process will be reported in full in the final scoping review and presented in a Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review (PRISMA-ScR) flow diagram. (24) Charting The Data Data will be extracted from papers included in the scoping review by two or more independent reviewers using a data extraction tool developed by the reviewers upon the 22 items from the PRISMA-ScR checklist (see Appendix IV). Appendix IV : Proposed Extraction Tool The data extracted will include specific details about the participants, concept, context, and study methods. Proposed data items include author, publication year, country of origin, study design, study aim, participants (number, type) journal, data collection method, summary of key findings and relevant references. The extraction tool will be applied on chosen studies resulting from pilot searches by more than one reviewer to assess its feasibility and evaluate the overall suitability of the tool for review’s objectives. The draft data extraction tool will be modified and revised as necessary during the process of extracting data from each included evidence source. Modifications will be detailed in the scoping review. Any disagreements that arise between the reviewers will be resolved through discussion, or with an additional reviewer/s. If appropriate, authors of papers will be contacted to request missing or additional data, where required. Collating, Summarising and Reporting Results Descriptive analysis will be applied on included studies. Results will be first presented in a table form, including year, author, country, study design, participants, and a summary of results. To further outline the participants, a second analysis using a figure will show country of origin (map), and participant background (e.g., nurse/doctor/pharmacist/dietitian/midwife). As the hypothesis is that data will be largely qualitative, a narrative review summarising the outcomes will accompany tables and charts and describe how the results relate to review objectives and questions. Depending on the results, themes may be divided into subgroups based on timeframe of transition (e.g. transition in: from clinician to researcher/ transition through; transition out: from researcher back to clinician) or the experience of the transition (e.g., positive/ negative) as developed from study themes. Undertaking Consultation We aim to share preliminary findings with stakeholders to ensure our results resonate with their experiences and to solicit their suggestions for topics of discussion or future research. Engaging stakeholders, such as clinicians currently undertaking higher degree research programmes and faculty members in graduate programmes, will help validate our findings and guide the direction of subsequent investigations. Discussion By exploring the literature on the impact of transitioning from full-time clinical work to full-time research, this study aims to gather comprehensive information on various aspects and stages of this transition. Our goal is to identify factors that facilitate a smooth transition as well as challenges that complicate it. Understanding these elements will contribute to a better knowledge base about this type of career change and serve as a valuable resource for developing support strategies for future researchers. The insights gained from this review can help implement effective support methods and strategies to assist individuals undergoing this transition. Moreover, it will provide supervisors with a deeper understanding of the potential challenges their students might face and offer practical methods to help overcome these struggles. This review has practical applications by informing future policies and support systems for clinicians transitioning to research roles. This scoping review constitutes the first step in a larger study aimed at exploring the transition experience of clinicians from full-time clinical work to full-time research and back again. The results of the review will identify gaps in knowledge, supporting future research endeavors and informing policy changes to better support these groups. We intend to disseminate the results through publication in a peer-reviewed journal, conference presentations, and within the university to support students. At this stage, we do not anticipate any significant practical issues. The supervisor involved in this project is highly experienced in this field and will provide guidance throughout the study. Abbreviations PCC: Participant, Concept, Context; MD: Doctor of Medicine; PhD: Doctor of Philosophy; PRISMA-ScR: Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews. Declarations Ethics Approval And Consent To Participate As this review will be a secondary analysis of published, peer-reviewed articles, ethical approval and consent to participate will not be required for this scoping review. Consent For Publication Not applicable Availability of Data and Materials Not applicable Competing Interests The authors declare that they have no competing interests. Funding Shahad Al-Tikriti is funded by the National Maternity Hospital as a Fellow in Advanced Medical Education. Authors’ Contribution All authors have contributed to the manuscript preparation. The authors read and approved the final manuscript. Shahad Al-Tikriti wrote the initial draft of the manuscript, developed the proposed search tool and extraction tool, conducted the initial preliminary search, and reviewed the manuscript. Clare Kennedy contributed to the primary search, co-wrote sections of the manuscript, and participated in the review process. Karima Abubakr assisted with the primary search, contributed to writing sections of the manuscript, and was involved in the review process. Mary F. Higgins supervised the research project, provided guidance throughout the study, and participated in the writing and review of the manuscript. Acknowledgments This review is contributing towards a MD (Doctor of Medicine) by research award for Shahad Al-Tikriti. References Chick N, Afaf I, Meleis A, Transitions. A Nursing Concern. School of Nursing Departmental Papers. 1985. Atherley A, Dolmans D, Hu W, Hegazi I, Alexander S, Teunissen PW. Beyond the struggles: a scoping review on the transition to undergraduate clinical training. Med Educ. 2019;53(6):559–70. Brown J, Chapman T, Graham D. Becoming a new doctor: a learning or survival exercise? Med Educ. 2007;41(7):653–60. Cave J, Woolf K, Jones A, Dacre J. Easing the transition from student to doctor: how can medical schools help prepare their graduates for starting work? Med Teach. 2009;31(5):403–8. Chang LY, Eliasz KL, Cacciatore DT, Winkel AF. The Transition From Medical Student to Resident: A Qualitative Study of New Residents' Perspectives. Acad Med. 2020;95(9):1421–7. O'Brien B, Cooke M, Irby DM. Perceptions and attributions of third-year student struggles in clerkships: do students and clerkship directors agree? Acad Med. 2007;82(10):970–8. Prince K, Van de Wiel M, Van der Vleuten C, Boshuizen H, Scherpbier A. Junior doctors' opinions about the transition from medical school to clinical practice: a change of environment. Educ Health (Abingdon). 2004;17(3):323–31. Westerman M, Teunissen PW. Transitions in medical education. In: Walsh K, editor. Oxford Textbook of Medical Education. Oxford University Press; 2013. p. 0. Kilminster S, Zukas M, Quinton N, Roberts T. Preparedness is not enough: understanding transitions as critically intensive learning periods. Med Educ. 2011;45(10):1006–15. O'Brien BC. What to Do About the Transition to Residency? Exploring Problems and Solutions From Three Perspectives. Acad Med. 2018;93(5):681–4. Teunissen PW, Westerman M. Opportunity or threat: the ambiguity of the consequences of transitions in medical education. Med Educ. 2011;45(1):51–9. Gaskell N, Hinton R, Page T, Elvins T, Malin A. Putting an end to Black Wednesday: improving patient safety by achieving comprehensive trust induction and mandatory training by day 1. Clin Med (Lond). 2016;16(2):124–8. Church HR, Agius SJ. The F3 phenomenon: Early-career training breaks in medical training. A scoping review. Med Educ. 2021;55(9):1033–46. Chakraverty D, Jeffe DB, Tai RH. Transition Experiences in MD-PhD Programs. CBE Life Sci Educ. 2018;17(3):ar41. Peters MD, Godfrey CM, Khalil H, McInerney P, Parker D, Soares CB. Guidance for conducting systematic scoping reviews. Int J Evid Based Healthc. 2015;13(3):141–6. Mak S, Thomas A. Steps for Conducting a Scoping Review. J Grad Med Educ. 2022;14(5):565–7. Arksey H, O'Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005;8(1):19–32. Levac D, Colquhoun H, O'Brien KK. Scoping studies: advancing the methodology. Implement Sci. 2010;5:69. Aromataris E. JBI Manual for Evidence Synthesis. JBI Evid Synth. 2020:405 – 52. Harding CV, Akabas MH, Andersen OS. History and Outcomes of 50 Years of Physician-Scientist Training in Medical Scientist Training Programs. Acad Med. 2017;92(10):1390–8. Kuper A, Albert M, Hodges BD. The origins of the field of medical education research. Acad Med. 2010;85(8):1347–53. Norman G. Research in medical education: three decades of progress. BMJ. 2002;324(7353):1560–2. Team TE. EndNote. EndNote 20 ed. Philadelphia, PA: Clarivate; 2013. Pollock D, Peters MDJ, Khalil H, McInerney P, Alexander L, Tricco AC, et al. Recommendations for the extraction, analysis, and presentation of results in scoping reviews. JBI Evid Synth. 2023;21(3):520–32. Additional Declarations No competing interests reported. Supplementary Files Appendices.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4492581","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Study protocol","associatedPublications":[],"authors":[{"id":322548579,"identity":"bff4b15e-10d3-4962-bd66-63eceaa8e513","order_by":0,"name":"Shahad Al-Tikriti","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/klEQVRIiWNgGAWjYDACCQY2BhDiA7IPNoC47A0MDDxABkEtbAzMYC0SbDwHSNDC2ADiSySAtOAG8rObnz34UcYgz8bAf/DgzD0WdXySbww/vGGwkMOlxeDOMXPDnnMMhm0gh214BnSYdI6x5BwGCWOcWiQSzCR42xgY2+QfMxx8cACsxYwZ6JfEBlwOm5H+TfJvG4M92BawFskzYC31uLQw3MgxkwbakghxGEiLBA9YSwJOh93IKZOWOSeRDNRicHDGAQnJNp60Ysk5BhKGeBy2TfJNmY1tPwPj4489B+r45dsPb/zwpqJOHpctUIARcQYENIyCUTAKRsEowAsAj/9ITtOsNzEAAAAASUVORK5CYII=","orcid":"","institution":"National Maternity Hospital","correspondingAuthor":true,"prefix":"","firstName":"Shahad","middleName":"","lastName":"Al-Tikriti","suffix":""},{"id":322548581,"identity":"95ee2cb4-5697-4e84-84d0-02f7c59c911b","order_by":1,"name":"Clare Kennedy","email":"","orcid":"","institution":"University College Dublin","correspondingAuthor":false,"prefix":"","firstName":"Clare","middleName":"","lastName":"Kennedy","suffix":""},{"id":322548583,"identity":"1feea6f8-e1a4-4e4f-80c6-1132c5702ca6","order_by":2,"name":"Karima Abubakr","email":"","orcid":"","institution":"University College Dublin","correspondingAuthor":false,"prefix":"","firstName":"Karima","middleName":"","lastName":"Abubakr","suffix":""},{"id":322548584,"identity":"5da9fb2a-5eb5-4384-80e2-70b8c117c88d","order_by":3,"name":"Mary F Higgins","email":"","orcid":"","institution":"National Maternity Hospital","correspondingAuthor":false,"prefix":"","firstName":"Mary","middleName":"F","lastName":"Higgins","suffix":""}],"badges":[],"createdAt":"2024-05-28 17:52:23","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4492581/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4492581/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":62467412,"identity":"9d00d378-6cfa-4749-81db-4564b8014659","added_by":"auto","created_at":"2024-08-14 13:46:39","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":272766,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4492581/v1/d42cabf5-fee0-4d06-99c6-e5a075944dd2.pdf"},{"id":60458073,"identity":"7b7a317b-723b-4f9f-864d-25798e4176d7","added_by":"auto","created_at":"2024-07-17 03:07:58","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":20275,"visible":true,"origin":"","legend":"","description":"","filename":"Appendices.docx","url":"https://assets-eu.researchsquare.com/files/rs-4492581/v1/54f7b1f917a214e7c64e9f87.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring the transition from clinician to researcher and back again: protocol for a scoping review","fulltext":[{"header":"Background","content":"\u003cp\u003eTransitions may be defined as the passage from one status to another.\u003csup\u003e(\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e)\u003c/sup\u003eMedical transitions are points where individuals experience discontinuity in their professional life and therefore must develop new behaviours or routines to adjust to their new professional situation.\u003c/p\u003e \u003cp\u003eTransitions in medical education are often seen as negative, stressful, a \u0026ldquo;\u003cem\u003esurvival exercise\u003c/em\u003e\u0026rdquo; or problems to be solved.\u003csup\u003e(\u003cspan additionalcitationids=\"CR3 CR4 CR5 CR6 CR7\" citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e)\u003c/sup\u003e While undoubtably challenging, framing transitions as problems may be limiting. Transitions can equally be seen as transformative, as critically intensive learning periods.\u003csup\u003e(\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e)\u003c/sup\u003e The transitioning person encounters uncertainty, adapts to new context, situations and encounters and undergoes perspective transformations. The aim of the educators is to find the \u0026ldquo;\u003cem\u003esweet spot between challenge and support\u0026rdquo;\u003c/em\u003e, where \u0026ldquo;\u003cem\u003echallenge\u003c/em\u003e\u0026rdquo; represents opportunities for learning, and then\u0026rdquo; support\u0026rdquo; recognises the potential vulnerability of the individual.\u003csup\u003e(\u003cspan additionalcitationids=\"CR7 CR8 CR9\" citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eThroughout the career of medicine, doctors experience various transitions or shifts in their roles at different stages of their career giving healthcare profession its complex nature. Three types of transitions in medicine are traditionally described: transition from pre-clinical to clinical training, from undergraduate to postgraduate training and from postgraduate trainee doctor to independent practitioner.\u003csup\u003e(\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e)\u003c/sup\u003e Research has shown that these transitions are often associated with stress, effects on personal wellbeing and patient safety.\u003csup\u003e(\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eOver the years, there has been a paradigm shift in medical training, with research now being recognised as an integral and indispensable component. This is clearly noticed by the substantial rise in number of doctors participating in research programmes. A preliminary search on the transitioning from a full time clinician to full time researcher has found some evidence indicating doctors\u0026rsquo; negative perception of this experience stemming from the lack of support or structure and the feeling of anxiety and self-doubt on returning to clinical posts.\u003csup\u003e(\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e)\u003c/sup\u003e Some evidence demonstrates the need for guidance stressed by doctors participating in higher degree programmes.\u003csup\u003e(\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/sup\u003e The evidence on the effect of this form of transition appears to be limited and not adequately explored in the medical setting. Besides the potentially valuable contribution to existing literature, understanding this transitioning experience helps address challenges specific to this form of transition and hence provide tailored support mechanisms and targeted resources, accordingly, aiming to facilitate a smoother transition and an enhanced overall preparedness for individuals. Moreover, awareness of the common struggles allows supervisors to able to provide a more informed guidance, anticipate potential obstacles and offer proactive assistance.\u003c/p\u003e \u003cp\u003eWe choose scoping review as the methodology of choice to identify the gaps and examine the breadth of literature on this evolving topic.\u003csup\u003e(\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e)\u003c/sup\u003eFollowing the framework described by Arksey and O\u0026rsquo;Malley\u003csup\u003e(\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e)\u003c/sup\u003e and updated by Levac,\u003csup\u003e(\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/sup\u003e the primary purpose of this review is to explore the evidence available on the transition of medical doctors from full-time clinical work to full-time research practice for a research degree (e.g., doctorate) and the transition back again to clinical work. We aim to look at the various aspects of these changes: practical, administrative, lifestyle including finance and well-being, professional identity, and preparedness for the role, particularly during the transition from clinical to non-clinical posts.\u003c/p\u003e \u003cp\u003eA pilot search of MEDLINE (PubMed) has shown limited evidence on medical doctors\u0026rsquo; transition experience. Therefore, a decision was made to extend the search to include the effect of the transition on other healthcare professionals engaged in providing direct patient care (e.g. nurses, midwives, pharmacists, and dieticians) as well as the transition experience of medical students undertaking intercalated higher degree programmes.\u003c/p\u003e \u003cp\u003eThe objective of this scoping review is to identify the gap in literature on the transition of clinicians from full time clinical work to full time research and/or back again to full time clinical work. We also wish to further expand our search to include the transition of medical students undertaking Intercalated degree programmes (i.e., completing dual training in medicine and master\u0026rsquo;s or doctorate level research while in medical school). The term clinician refers to healthcare professionals engaged in direct patient care whether that was in a hospital setting, clinic, or healthcare centre. Full time research is holding a position that is primarily focused on research responsibilities with aim of obtaining a higher degree (e.g. doctorate). Transition is the process, period or experience that healthcare professionals undergo as they shift from one status to another. For this study, we are focused on the educational transition of healthcare workers as they switch from full time clinical practice to full time research.\u003c/p\u003e \u003cp\u003eA preliminary search of MEDLINE, the Cochrane Database of Systematic Reviews was conducted and no current or underway systematic reviews or scoping reviews on the topic were identified.\u003c/p\u003e "},{"header":"Methods","content":"\u003cp\u003eThe proposed scoping review will be guided by the framework developed by Arskey and O\u0026rsquo;Malley\u003csup\u003e17\u003c/sup\u003e and updated by Levac at al.\u003csup\u003e18\u003c/sup\u003e This review aims to systematically examine the extent and nature of the literature on the experience of transitioning to and from full time research for clinicians. The framework will help ensure a comprehensive and structured approach to mapping the existing research, identifying key themes, and highlighting gaps in the current knowledge.\u003c/p\u003e\n\u003cp\u003eIdentifying The Research Question\u003c/p\u003e\n\u003cp\u003eThe proposed scoping review aims primarily to explore the breadth of literature on the transition of clinicians, medical doctors in particular, from full time clinical practice to full time research and to identify the gaps in the existing literature. A further objective is to explore the experience of medical students undertaking intercalated programmes. The review questions to be answered are:\u003c/p\u003e\n\u003cp\u003eWhat is the experience of clinicians transitioning to full time research from full time clinical practice?\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWhat is the experience of medical students \u0026nbsp;undertaking \u0026nbsp;intercalated programmes?\u003c/p\u003e\n\u003cp\u003eEligibility criteria will be defined using the PCC framework; \u0026nbsp;Participant, Concept, context( see appendix I).\u003c/p\u003e\n\u003cp\u003eAppendix I: PCC Framework\u003c/p\u003e\n\u003cp\u003eBelow are the definitions for each component:\u003c/p\u003e\n\u003cp\u003eParticipants\u003c/p\u003e\n\u003cp\u003eThis review will include full time clinicians. A full-time clinician is a healthcare professional that dedicates most of their time providing direct patient care whether in hospital setting, clinics or other healthcare facilities. \u0026nbsp; This includes medical doctors as well as clinicians from allied healthcare professions that involve providing direct patient care such as doctors, nurses, midwives, pharmacists, and dieticians. Veterinarians will be excluded.\u003c/p\u003e\n\u003cp\u003eConcept\u003c/p\u003e\n\u003cp\u003eThe concept examined by this proposed scoping review is the transition and transition experience from full time clinical practice to full time research role with purpose of pursuing a higher degree (e.g. Doctorate).\u003c/p\u003e\n\u003cp\u003eContext\u003c/p\u003e\n\u003cp\u003eThis proposed review will focus on the transition into full time research, particularly in the pursuit of higher degrees where individuals spend most of their working hours in research.\u003c/p\u003e\n\u003cp\u003eIdentifying Relevant Studies\u003c/p\u003e\n\u003cp\u003eThis scoping review will consider original, peer-reviewed articles, studies published in English language. Due to the nature of the question, it is anticipated that studies may be quantitative, qualitative, or mixed method studies. \u0026nbsp;Therefore, all study designs will be considered. Non-English publications will be excluded for pragmatic reasons due to the timeframe to complete this scoping review but will be noted. The search strategy will aim to locate both published and unpublished studies. An initial limited search of MEDLINE (PUBMED) was undertaken to identify articles on the topic. The text words contained in the titles and abstracts of relevant articles, and the index terms used to describe the articles were used to develop a full search strategy for the proposed databases (see Appendix II).\u003c/p\u003e\n\u003cp\u003eAppendix II: Proposed Electronic Databases\u003c/p\u003e\n\u003cp\u003eThe proposed search strategy is shown in appendix III.\u003c/p\u003e\n\u003cp\u003eAppendix III: Proposed Search Strategy\u003c/p\u003e\n\u003cp\u003eThe search strategy, including all identified keywords and index terms, will be adapted for each included database and/or information source. The reference list of all included sources of evidence will be screened for additional studies. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudies published in English will be included, while non-English language studies will be noted. Studies published since 1980 will be included given that the first intercalated Doctor of Medicine/Doctor of Philosophy (MD/PhD) programme commenced in the 1950s and didn\u0026rsquo;t become \u0026nbsp;a subject of research interest until several decades later.\u003csup\u003e(20-22)\u003c/sup\u003e If appropriate, authors of papers will be contacted to request missing or additional data, where required.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSelecting The Studies To Be Included\u003c/p\u003e\n\u003cp\u003eFollowing the search, all identified citations will be collated and uploaded into \u003cem\u003eEndNote 20\u0026nbsp;\u003c/em\u003e\u003cem\u003e\u003csup\u003e(23)\u003c/sup\u003e\u003c/em\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003eand duplicates removed. Following a pilot test, titles and abstracts will then be screened by two or more independent reviewers for assessment against the inclusion criteria for the review. Potentially relevant sources will be retrieved in full and their citation details imported into \u003cem\u003eEndNote 20\u003c/em\u003e. The full text of selected citations will be assessed in detail against the inclusion criteria by two or more independent reviewers. Reasons for exclusion of sources of evidence at full text that do not meet the inclusion criteria will be recorded and reported in the scoping review. Any disagreements that arise between the reviewers at each stage of the selection process will be resolved through discussion, or with an additional reviewer/s. The results of the search and the study inclusion process will be reported in full in the final scoping review and presented in a Preferred Reporting Items for Systematic Reviews and Meta-analyses\u0026nbsp;extension for scoping review (PRISMA-ScR) flow diagram.\u003csup\u003e(24)\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eCharting The Data\u003c/p\u003e\n\u003cp\u003eData will be extracted from papers included in the scoping review by two or more independent reviewers using a data extraction tool developed by the reviewers upon the 22 items from the PRISMA-ScR checklist (see Appendix IV).\u003c/p\u003e\n\u003cp\u003eAppendix IV : Proposed Extraction Tool\u003c/p\u003e\n\u003cp\u003eThe data extracted will include specific details about the participants, concept, context, and study methods. \u0026nbsp;Proposed data items include author, publication year, country of origin, study design, study aim, participants (number, type) journal, data collection method, summary of key findings and relevant references.\u003c/p\u003e\n\u003cp\u003eThe extraction tool will be applied on chosen \u0026nbsp; studies resulting from pilot searches by more than one reviewer to assess its feasibility and evaluate the overall suitability of the tool for review\u0026rsquo;s objectives. The draft data extraction tool will be modified and revised as necessary during the process of extracting data from each included evidence source. Modifications will be detailed in the scoping review. Any disagreements that arise between the reviewers will be resolved through discussion, or with an additional reviewer/s. If appropriate, authors of papers will be contacted to request missing or additional data, where required.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eCollating, Summarising and Reporting Results\u003c/p\u003e\n\u003cp\u003eDescriptive analysis will be applied on included studies. Results will be first presented in a table form, including year, author, country, study design, participants, and a summary of results. To further outline the participants, a second analysis using a figure will show country of origin (map), and participant background (e.g., nurse/doctor/pharmacist/dietitian/midwife). As the hypothesis is that data will be largely qualitative, a narrative review summarising the outcomes will accompany tables and charts and describe how the results relate to review objectives and questions. Depending on the results, themes may be divided into subgroups based on timeframe of transition (e.g. \u0026nbsp;transition in: from clinician to researcher/ transition through; transition out: from researcher back to clinician) or the experience of the transition (e.g., positive/ negative) as developed from study themes.\u003c/p\u003e\n\u003cp\u003eUndertaking Consultation\u003c/p\u003e\n\u003cp\u003eWe aim to share preliminary findings with stakeholders to ensure our results resonate with their experiences and to solicit their suggestions for topics of discussion or future research. Engaging stakeholders, such as clinicians currently undertaking higher degree research programmes and faculty members in graduate programmes, will help validate our findings and guide the direction of subsequent investigations.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eBy exploring the literature on the impact of transitioning from full-time clinical work to full-time research, this study aims to gather comprehensive information on various aspects and stages of this transition. Our goal is to identify factors that facilitate a smooth transition as well as challenges that complicate it. Understanding these elements will contribute to a better knowledge base about this type of career change and serve as a valuable resource for developing support strategies for future researchers.\u003c/p\u003e \u003cp\u003eThe insights gained from this review can help implement effective support methods and strategies to assist individuals undergoing this transition. Moreover, it will provide supervisors with a deeper understanding of the potential challenges their students might face and offer practical methods to help overcome these struggles. This review has practical applications by informing future policies and support systems for clinicians transitioning to research roles.\u003c/p\u003e \u003cp\u003eThis scoping review constitutes the first step in a larger study aimed at exploring the transition experience of clinicians from full-time clinical work to full-time research and back again. The results of the review will identify gaps in knowledge, supporting future research endeavors and informing policy changes to better support these groups. We intend to disseminate the results through publication in a peer-reviewed journal, conference presentations, and within the university to support students.\u003c/p\u003e \u003cp\u003eAt this stage, we do not anticipate any significant practical issues. The supervisor involved in this project is highly experienced in this field and will provide guidance throughout the study.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003ePCC: Participant, Concept, Context; MD: Doctor of Medicine; PhD: Doctor of Philosophy;\u003c/p\u003e\n\u003cp\u003ePRISMA-ScR: Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Approval And Consent To Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs this review will be a secondary analysis of published, peer-reviewed articles, ethical approval and consent to participate will not be required for this scoping review.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent For Publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of Data and Materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eShahad Al-Tikriti is funded by the National Maternity Hospital as a Fellow in Advanced Medical Education.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; Contribution\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors have contributed to the manuscript preparation. The authors read and approved the final manuscript. Shahad Al-Tikriti wrote the initial draft of the manuscript, developed the proposed search tool and extraction tool, conducted the initial preliminary search, and reviewed the manuscript. Clare Kennedy contributed to the primary search, co-wrote sections of the manuscript, and participated in the review process. Karima Abubakr assisted with the primary search, contributed to writing sections of the manuscript, and was involved in the review process. Mary F. Higgins supervised the research project, provided guidance throughout the study, and participated in the writing and review of the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis review is contributing towards a MD (Doctor of Medicine) by research award for Shahad Al-Tikriti.\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eChick N, Afaf I, Meleis A, Transitions. A Nursing Concern. School of Nursing Departmental Papers. 1985.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAtherley A, Dolmans D, Hu W, Hegazi I, Alexander S, Teunissen PW. Beyond the struggles: a scoping review on the transition to undergraduate clinical training. Med Educ. 2019;53(6):559\u0026ndash;70.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBrown J, Chapman T, Graham D. Becoming a new doctor: a learning or survival exercise? Med Educ. 2007;41(7):653\u0026ndash;60.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCave J, Woolf K, Jones A, Dacre J. Easing the transition from student to doctor: how can medical schools help prepare their graduates for starting work? Med Teach. 2009;31(5):403\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChang LY, Eliasz KL, Cacciatore DT, Winkel AF. The Transition From Medical Student to Resident: A Qualitative Study of New Residents' Perspectives. Acad Med. 2020;95(9):1421\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eO'Brien B, Cooke M, Irby DM. Perceptions and attributions of third-year student struggles in clerkships: do students and clerkship directors agree? Acad Med. 2007;82(10):970\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePrince K, Van de Wiel M, Van der Vleuten C, Boshuizen H, Scherpbier A. Junior doctors' opinions about the transition from medical school to clinical practice: a change of environment. Educ Health (Abingdon). 2004;17(3):323\u0026ndash;31.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWesterman M, Teunissen PW. Transitions in medical education. In: Walsh K, editor. Oxford Textbook of Medical Education. Oxford University Press; 2013. p. 0.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKilminster S, Zukas M, Quinton N, Roberts T. Preparedness is not enough: understanding transitions as critically intensive learning periods. Med Educ. 2011;45(10):1006\u0026ndash;15.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eO'Brien BC. What to Do About the Transition to Residency? Exploring Problems and Solutions From Three Perspectives. Acad Med. 2018;93(5):681\u0026ndash;4.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTeunissen PW, Westerman M. Opportunity or threat: the ambiguity of the consequences of transitions in medical education. Med Educ. 2011;45(1):51\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGaskell N, Hinton R, Page T, Elvins T, Malin A. Putting an end to Black Wednesday: improving patient safety by achieving comprehensive trust induction and mandatory training by day 1. Clin Med (Lond). 2016;16(2):124\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChurch HR, Agius SJ. The F3 phenomenon: Early-career training breaks in medical training. A scoping review. Med Educ. 2021;55(9):1033\u0026ndash;46.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChakraverty D, Jeffe DB, Tai RH. Transition Experiences in MD-PhD Programs. CBE Life Sci Educ. 2018;17(3):ar41.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePeters MD, Godfrey CM, Khalil H, McInerney P, Parker D, Soares CB. Guidance for conducting systematic scoping reviews. Int J Evid Based Healthc. 2015;13(3):141\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMak S, Thomas A. Steps for Conducting a Scoping Review. J Grad Med Educ. 2022;14(5):565\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eArksey H, O'Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005;8(1):19\u0026ndash;32.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLevac D, Colquhoun H, O'Brien KK. Scoping studies: advancing the methodology. Implement Sci. 2010;5:69.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAromataris E. JBI Manual for Evidence Synthesis. JBI Evid Synth. 2020:405\u0026thinsp;\u0026ndash;\u0026thinsp;52.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHarding CV, Akabas MH, Andersen OS. History and Outcomes of 50 Years of Physician-Scientist Training in Medical Scientist Training Programs. Acad Med. 2017;92(10):1390\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKuper A, Albert M, Hodges BD. The origins of the field of medical education research. Acad Med. 2010;85(8):1347\u0026ndash;53.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNorman G. Research in medical education: three decades of progress. BMJ. 2002;324(7353):1560\u0026ndash;2.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTeam TE. EndNote. EndNote 20 ed. Philadelphia, PA: Clarivate; 2013.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePollock D, Peters MDJ, Khalil H, McInerney P, Alexander L, Tricco AC, et al. Recommendations for the extraction, analysis, and presentation of results in scoping reviews. JBI Evid Synth. 2023;21(3):520\u0026ndash;32.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Academia, Adaptation, Challenges, Emotional Adjustment, Healthcare worker","lastPublishedDoi":"10.21203/rs.3.rs-4492581/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4492581/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThis proposal outlines a scoping review to investigate the existing literature on the transition experiences of clinicians moving from full-time clinical practice to research roles and then returning to clinical practice. It aims to understand the challenges and adjustments involved.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThis review will be conducted in accordance with the framework described by Arksey and O\u0026rsquo;Malley\u0026rsquo;s and updated by Levac for conducting a scoping review. Multiple structured searches will be conducted on CINAHL, EMBRASE, HSE National Health Library and Knowledge Service, MEDLINE, ProQuest, SAGE Journals, Web of Science, Wiley Journals and SCOPUS. Published research in English that focus on the experience of healthcare workers transitioning from clinical to research practice from 1980 to 2024 will be included. Non-English publications will be excluded but will be noted. Selected articles will be screened by title, abstract and finally by full-text review by two or more reviewers to assess eligibly for inclusion. Data extraction tool will be created, piloted, and modified accordingly and then used for data charting.\u003c/p\u003e\u003ch2\u003eDiscussion\u003c/h2\u003e \u003cp\u003eProfessional transitions are potentially vulnerable times where individuals experience uncertainty. One area of interest in medicine is the transition from clinician to researcher. Identifying common challenges enhances the ability to provide better guidance to those undergoing this transition and gives supervisors valuable insights to support researchers effectively. We wish to explore the experience of healthcare professionals involved in direct patient care (medical doctors, nurses, midwives, pharmacists, and dieticians) and compare it to that of medical students undertaking intercalated degree programmes (Masters or Doctorate level research).\u003c/p\u003e","manuscriptTitle":"Exploring the transition from clinician to researcher and back again: protocol for a scoping review","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-07-17 03:07:53","doi":"10.21203/rs.3.rs-4492581/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"878fd60e-d10a-484f-90b1-45b8106313bf","owner":[],"postedDate":"July 17th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-08-14T13:38:33+00:00","versionOfRecord":[],"versionCreatedAt":"2024-07-17 03:07:53","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4492581","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4492581","identity":"rs-4492581","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}