“A day in the life of a clinician educator” – Dr. Arvin Damodaran

BY JAMIU BUSARI (@JOBUSAR) Dr. Arvin Damodaran, [BSc, MBBS (Hons), MMedEd, FANZAHPE, FRACP] Rheumatologist, Prince of Wales Hospital, Sydney; Associate Professor, School of Clinical Medicine, Faculty of Medicine and Health, UNSW Sydney, Sydney, Australia; Fellow of the Royal Australasian College of Physicians (RACP) and the Australian and New Zealand Association for Health Professional Educators (ANZAHPE). Web: Associate Professor Arvin Damodaran Dr Damodaran’s story includes having one Indian and one Chinese parent and migrating from Singapore to Australia when he was four. His father is a retired surgeon, and while he couldn’t avoid the allure of a medical career, Arvin knew surgery was off the options list. His mother, however, was a teacher, which over time may have influenced his interest in teaching as a clinician educator. Dr Damodaran attended medical school at the University of New South Wales, graduating in 1996. In Australia, graduates complete two years of general residency before starting their specialist training. Dr Damodaran completed his Rheumatology specialist training in 2004, and during this period, he recognized how much he valued teaching hospitals and the teamwork and continuous learning they encourage. He started his Master of Medical Education training at the University of Sydney during his specialist training and has never really looked back since then, taking up clinical roles that involved teaching. It surprised him to discover that he has been continuously employed in state teaching hospitals since 1997. Dr Damodaran’s principal clinical roles have been as an adult rheumatologist in large metropolitan teaching hospitals in Sydney (Liverpool Hospital from 2005 to 2011, then Prince of Wales Hospital from 2012 onwards). He continues to add a dash of private practice to his professional work because, in his words, “this is good medicine as well, adds authenticity to my teaching, and also supplements an otherwise academic and public hospital salary”. Dividing his Time When Dr Damodaran was asked about how he distributes his time across all of his professional activities, he responded, saying that Clinical work still accounts for about 40% of his time, which is expected to reduce over time as academic work exerts its pressures. “Since 2012, I have worked as an ‘Education Focused’ academic for UNSW”, Dr. Damodaran says. “Many weeks, this is a full-time job with the clinical work superimposed, but in a kind week, this might account for 60% of my time”. This education-focused role includes face-to-face teaching, curriculum design, and education leadership for the medical program as well as care for medical students on clinical placement. In 2025, Arvin took on the role of academic Head of Randwick Clinical Campus for UNSW. This large campus is adjacent to UNSW Kensington and encompasses several hospitals and medical research services, including Prince of Wales Hospital, Sydney Children’s Hospital, and the Royal Hospital for Women. This role is crucial for the university to maintain relationships with academic and clinical colleagues who conduct extensive healthcare education and research. His research activities are in rheumatology and healthcare education, although “this tends to be crammed in after the central part of the day is done”. Still, he feels fortunate to have excellent Australian and international collaborators. When asked how he enjoys his varied roles, Arvin’s response was, “As other ‘day in the life of a CE’ contributors have noted, clinical educators do indeed have a diverse portfolio of work. No two days are the same. Over the years, I have shifted from being principally a clinician to becoming a clinical teacher, developing scholarship of learning and teaching, and gradually taking on more leadership roles in undergraduate and vocational training organizations”. He concluded, saying “In time, I can see myself focusing on clinical teaching again, doing what I have enjoyed the most!” Managing difficulties When asked how he manages the conflicting demands of his work, Arvin answered, saying, “It’s a juggle to be sure. The conflicts and time pressures of being a clinical educator are universally experienced and well-documented. I don’t think any of us are doing it for money or fame; leave that to the high-volume proceduralists and international research leaders”. So, why then do we commit ourselves to this career path? “What we do have is purpose, utility, enjoyment, and collegiality. That makes for a very satisfying career that has saved me as much as I may have had a positive influence on those around me”. Three tips for junior CEs: Don’t be afraid to take on new positions where the environment seems a bit chaotic, especially early in your CE career. This is often where there is growth, since demand is increasing, whereas environments that seem well under control may be in decline. Where there is a service deficit, you’ll be valued, and people will listen to your good ideas. Enjoy your journey, understand your worth. Training as a clinician and then as an educator is a winding road, sometimes without a particular destination in sight. Along the way, though, the skills and authentic experiences you pick up make you unique and very valuable to learners and to organizations. Take the opportunity to reinvent yourself. After a couple of decades as a CE, one thing we have over our purely clinical colleagues is a diverse and evolving day job. While pure clinicians often experience a gradual narrowing in their scope of practice, educators are constantly refreshed by new learning technologies and driven along by the curiosity of students whose educational needs are evolving. This puts CEs in a good position to embrace change. Every five years or so, take the opportunity to reflect on your current practice, dream of where you could be the best version of your professional self, and allow for reinvention.