Being and ending

‘What’s it like to be a bat’ is fascinating philosophical question about consciousness. In this my last editorial I planned describe what an editor. But realised the content would focused mainly on editor does, which prompted these reflections bats, being and identity. We can observe bat, read its biology habits, even hang upside down if inclination takes us but we will never experience bat is. Imagination only helps me consider for bat.1 However, possible have some understanding of another human being. The skills gaining are fundamental practice health care. Empathy attribute that person might feeling, though approximation: extrapolate experiences onto yours—similar definitely different. Of course, ask each other questions share perspectives explore how you correspond. addition, research lived others enhance social care, or education training, provide. danger assuming greater than ever another. ontology bats may seem odd subject final as Clinical Teacher. ending time reflection. been involved with TCT many years several thousand articles submitted journal. During professionalism and, more recently, concept professional identity discussed in depth. Professional behaviour one does identity, Hafferty suggests ‘professional presence’ is.2 It interesting say am therefore edit, yet there no verb relates ‘I doctor’ professional’. As clinical educators, assess learning through doing, observable performance, apex Miller’s pyramid.3 Cruess et al called amendment pyramid: addition ‘is’ (identity) above ‘does’ (action).4 Quoting Merton5, they propose when thinks, acts feels physician, their behaviour, encompassing attitudes, values beliefs demonstrates then assessed. Presumably notion applied professions well. should it? Can someone doctor? certainly feel uncomfortable assessing ‘is’. From endings beginnings. hazy recollections first day medical ward doctor. do remember after six at university including three clinically years, observations doctors professionals action, was still not prepared That shock doctor rather becoming fresh memory, recognise now had characteristics imposter syndrome.6 aware difficulties transitions initiatives such student assistantships (for students) shadowing helping prepare students become professionals. Student run clinics7 longitudinal integrated placements8 provide opportunities work together authentic way. think totally learner. Each has professional. Similarly, patient? Early patient contact, feature programmes few decades, gives opportunity interact patients (clients) communities gain determinants well-being. Yet, genre literature encompasses narratives patients, affects patient, continues grow. Being different thinking patient. inclusion humanities way insight into prior oneself, seems sufficient. brings great responsibilities: readers authors, reviewers publisher. hope give you, reader, ideas doing (original innovations Toolboxes) Insights personal be. issue, example, write research. They write: ‘It difficult schools fully sudden responsibility newly qualified doctors; however, believe placements could play role this’9. To finish, thank all wonderful people worked journal: editors, associate ASME Wiley staff. readers, writers peer reviewers. move Aileen, TCT’s new editor, much enjoyment post. While know looking forward post-editorship world writing catching up reading, philosopher John Gray’s thoughts cat.10