The transparent academic: Fostering learning through openness in skill mastery

Author: Hannah Stack

Importance

This principle holds great significance for me as it evokes memories of my initiation into the tertiary education sphere and the commencement of my career as an academic, despite lacking extensive clinical experience in paramedicine. At first, articulating my level of expertise was a daunting prospect, as I had concerns regarding how my skills might be perceived and the potential for judgment based on my limited years of experience in the field of paramedicine. Nevertheless, embracing transparency facilitated the recognition of areas necessitating improvement and allowed me to form stronger connections.

In the field of paramedicine, a prevailing culture places a high value on seniority, associating greater experience as a paramedic with heightened respect and expanded opportunities for leadership positions (Waller, 2022, p. 57). This cultural norm, combined with personal self-doubt, pressured me to always present myself as an expert. However, upon commencing my academic tenure, I was introduced to my paramedicine colleagues, distinguished by their roles as critical care paramedics in helicopters and as leaders of statewide organisations. Their specialised expertise and diverse leadership roles within ambulance services globally prompted me to acknowledge my own limitations, while also facilitating the identification and appreciation of my unique areas of proficiency. Most significantly, this experience fostered an understanding that comprehensive proficiency across all domains is unnecessary, as I am supported by a team possessing diverse skill sets and specialisations.

Recognising the gaps in my professional background fostered a supportive atmosphere conducive to effective mentorship and paved the way for targeted opportunities for personal and professional development. Demonstrating transparency in my clinical experience also served as a compelling model for students, instilling in them the significance of integrity in their career advancement and emphasising the continual pursuit of growth, irrespective of their current level of expertise. Additionally, this transparency facilitated a deeper connection with students, as I empathised with the realities of being a student and transitioning into the profession as a newly qualified paramedic.

Being transparent about my skill mastery is important to me as it not only embraces the key quality of honesty, it fosters an environment of learning, growth and collaboration. This is imperative in academic leadership where continuous learning and adaptations are key to making meaningful contributions.

Scenario

In my capacity as an academic, I find great fulfilment in imparting knowledge to students and preparing them for their professional pursuits. It is vital to present a realistic depiction of the professional landscape, even if certain knowledge may be infrequently applied. When conducting a teaching session on the management of rare situations crucial for student comprehension, my objective is to impart both theoretical understanding and practical skills, while underscoring the infrequency of such scenarios in practical settings. For example, paramedics may encounter obstetric emergencies only sporadically. Therefore, at the commencement of the session, I like to express the significance of the subject matter while also acknowledging my teaching constraints stemming from my limited practical experience in this particular domain.

I advocate for a transparent teaching approach that embraces the acknowledgment of uncertainties and places value on collective knowledge acquisition. I actively encourage students to contribute their perspectives and queries as we delve into the subject matter together. To help facilitate transparency among students and model this principle, I begin with preparatory discussions during the first class of a subject I am teaching to encourage open dialogue. For instance, I share my own uncertainties and how I navigate them, and I openly discuss with students my thought processes and the areas where I seek further insights. By fostering a culture of inquiry, I leverage unanswered questions as opportunities for collaborative research, thereby reinforcing the concept of education as an ongoing voyage of exploration. This methodology not only serves as a model of humility and a dedication to lifelong learning but also cultivates an educational environment where inquisitiveness is esteemed over mere possession of knowledge.

One of the advantages of incorporating transparency into your academic practices is that it can positively influence others to mirror this principle. I was recently an academic supervisor on an overseas clinical placement trip in a developing country. During this placement, I observed paramedicine students overcoming challenges in an unfamiliar clinical environment. This unique experience compelled students to confront their knowledge and skills and openly discuss their biases and preconceptions about healthcare. The necessity to be transparent about their skills mastery became increasingly evident as they encountered situations that tested not only their clinical abilities but also their adaptability and cultural competence. Supporting students in openly acknowledging their limitations and knowledge gaps allowed them to embrace learning opportunities in a challenging environment, leading to significant personal and professional growth. Witnessing the students’ development highlighted the importance of honesty in assessing one’s skills, not as a sign of weakness but as a crucial step towards proficiency. Their experience served as a powerful reminder that transparency in skill mastery is not just beneficial but essential, enabling targeted learning, fostering a supportive environment, and ultimately leading to more effective care. This journey underscored the transformative impact of being open about one’s capabilities, fostering an environment where continuous improvement is deeply valued in any setting.

Reflection

Through demonstrating transparency in my mastery of skills, I hope to empower students in a manner that positively influences their trajectories beyond their academic experiences and into their professional careers. For instance, the promotion of transparency among paramedicine students participating in the overseas clinical placement trip to the developing country has contributed to the formation of a more diverse and culturally competent cohort of paramedics. Moreover, these students, now practising paramedics, have likely adopted a sense of humble inquiry, which enhances their approach to patient care, and these values may extend to the future students that these individuals supervise.

On another note, maintaining transparency about my proficiency as an academic requires a thorough examination of the power dynamics inherent in the higher education environment. It is important to acknowledge how my position of authority may lead students to perceive me as an expert across all aspects of my field. However, paramedicine presents a multifaceted and complex working environment, and while I possess expertise in specific areas, it is essential to recognise the limitations of my knowledge and skills. By openly acknowledging these limitations with my students, I aim to enrich their learning experience and create an inclusive environment where students feel empowered to share their perspectives. This approach fosters a balanced and interactive learning process, allowing students to feel comfortable expressing their own level of skill mastery. Creating a supportive learning environment can strengthen professional relationships, and students are more likely to succeed academically (Odutayo et al., 2024; Sagayadevan & Jeyaraj, 2012). In my teaching practices, I am dedicated to bridging the gap caused by power imbalances and promoting a collaborative and mutually respectful educational setting.

So, on one spectrum, I have students who are putting my skills mastery highly on a pedestal, but inherently, it’s important to admit that moving into the higher education setting may reduce your level of skill mastery in your area of specialisation. The question posed, “To what extent is a paramedic, who does not work on an ambulance, still a paramedic?” (Hill & Eaton, 2023), triggers a complex mix of emotions within my role as an academic. I take pride in the heightened status and acknowledgment of my paramedic colleagues who are engaged in clinical work within ambulance services. However, it also serves as a poignant reminder to myself of the potential dilution and conflict of my professional identity as a paramedic due to my academic role. I acknowledge that as my career as an academic grows, it is essential for me to openly communicate my proficiency, or lack of, in various skills to ensure that my students and colleagues have a thorough understanding of my capabilities. This transparency fosters trust and effective communication within the learning and working environment.

Advice

Embracing transparency in academic skill mastery can help set realistic expectations for your capabilities, foster confidence, and facilitate collaboration. Some key strategies that have helped me embody this principle of transparency within the realm of higher education involve (1) acknowledging my limitations through reflective practice, and (2) maintaining a balanced self-perspective. Integrating these strategies into one’s professional ethos may not only enhance personal growth and development but also contribute positively to the collective advancement of students, your team and the academic community.

1. Acknowledge your Limitations through Reflective Practice

Understanding and acknowledging one’s limitations is an essential aspect of self-improvement and progress. It is imperative to be candid with oneself regarding capabilities, strengths, and areas necessitating improvement. This heightened self-awareness enables individuals to establish attainable objectives and seek support as necessary, thereby averting potential adverse ramifications in their professional work. Transparent evaluation of skill proficiency serves as the foundation for self-improvement, enabling individuals to concentrate on fortifying their strengths while addressing areas of weakness. For individuals encountering difficulty in acknowledging their limitations, the practice of engaged self-reflection or actively inviting feedback from peers and students is recommended to embrace continual learning. The pursuit of knowledge and skills represents an ongoing journey, especially in fields that are constantly evolving. This highlights the importance of recognising one’s weaknesses and growth opportunities to take advantage of professional development prospects. The process of acknowledging limitations can be viewed as a mechanism for cultivating resilience. Identifying personal limitations enhances the ability to confront challenges adeptly, fostering adaptability and receptiveness to acquiring new proficiencies. Openly acknowledging and discussing your limitations is a testament to personal strength and self-awareness.

2. Maintain a Balanced Perspective

A strategy to promote transparency in skill mastery within an academic context entails not only celebrating achievements and strengths, but also recognising areas for improvement. However, academics who undervalue their contributions may find it challenging to strike this balance and may encounter feelings associated with imposter syndrome during the process of self-reflection. Imposter syndrome affects many academics, particularly women and individuals from minority groups (Rodrigues, 2020). It can lead academics to underestimate their accomplishments and question their abilities, resulting in reduced confidence in their skills. It is crucial to note that undervaluing one’s contributions can impede academic growth and impact. Conversely, it may be necessary for some academics to evaluate their ego to ensure it is not overly inflated, as this might cloud their judgment or hinder their willingness to learn. When embracing transparency in skills mastery, it is important to strive for a middle ground where one can recognise their value and capabilities while maintaining openness and eagerness to further develop them. Acknowledging both strengths and areas for improvement can alleviate imposter feelings by validating one’s achievements and competencies. Simultaneously, this approach keeps the ego in check by emphasising that there is always room for growth and improvement. This equilibrium is vital for personal and professional development, as it promotes a healthy self-concept that is neither inflated nor deflated but grounded in a realistic appraisal of one’s abilities.

References

Hill, L., & Eaton, G. (2023). Exploring paramedic professional identity. British Paramedic Journal, 8(3), 42–51. https://doi.org/10.29045/14784726.2023.12.8.3.42

Odutayo, A. O., Udeme, S. J., Opesemowo, O. A. G., & Adewuyi, H. O. (2024). Lecturer-student interaction patterns and academic engagement: The university dynamics. Journal of Education and Teaching, 5(3), 230-246. https://doi.org/10.51454/jet.v5i3.427

Rodrigues, M. (2020). Impostor syndrome and its effects on women and minorities in academia [Unpublished master’s work]. University of Wales.

Sagayadevan, V., & Jeyaraj, S. (2012). The role of emotional engagement in lecturer-student interaction and the impact on academic outcomes of student achievement and learning. The Journal of Scholarship of Teaching and Learning, 12(3), 1–30. https://eric.ed.gov/?id=EJ992115

Waller, J. (2022). Identifying effective paramedic leadership skills. International Paramedic Practice, 12(3), 55–64. https://doi.org/10.12968/ippr.2022.12.3.55