The Patterns of Professional Identity Development among Medical Graduates of a SPICES Curriculum (original) (raw)
Related papers
Professional Identity of Medical Students of Malaysia: Influence of Demographic Factors
Malaysian Journal of Medicine and Health Sciences, 2023
Introduction: In medical education one of the main goal is to facilitate the development of professional identity of medical students. It is influenced by sociocultural factors whose influence has been examined by the empirical scholarship on professional identity research in a robust way. The current research studied the influence of gender, ethnicity and year of study on the professional identity of medical students using a validated instrument. Methods: The quantitative research approach using the cross sectional survey design is adopted in the present study. The instrument for the measurement of professional identity was developed using the items adapted from previous research. Stratified random sampling was used to collect the data from 318 participants. The reliability and construct validity of the instrument was evaluated using Smart PLS 3. Data was analysed, for descriptive and inferential statistics using SPSS version 26. Result: Ethnicity, gender and year of study had an impact on the professional identity of medical students. Indian ethnicity had significantly higher positive influence. The female students had higher professional identity than male medical students. As the students' progressed to higher level of their training their professional identity progressively decreased. Conclusion: The medical students trained with similar curricular activities and the learning experiences develop different levels of professional identity. The level of professional identity developed by the medical students in deferent gender, ethnicity, and year of study differes. The sociocultural factors need to be considered when designing activities aimed at development of medical students' professional identity.
BMC Medical Education
Background Professional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to foster a nurturing learning environment that facilitates PIF. Aim This study assesses PIF among medical students in various stages of study and explores their perceptions of PIF, with its contributing and inhibiting factors. Method This mixed-methods study uses a sequential explanatory approach with undergraduate (years 2, 4, and 6) and postgraduate medical students in Indonesia. We examine the subjects by administering an adapted questionnaire on PIF. We completed a series of FGDs following questionnaire administration. Quantitative and thematic analyses were conducted sequentially. Results & Discussion A total of 433 respondents completed the questionnaire. There were statistically signific...
Professional Identity Development in Medical Students at Basic Sciences Stage
2016
This study aimed at investigating the factors contributing to the formation of professional identity of medical students at the stage of basic sciences. To fulfill the mentioned goal, 41 male and female students at the international branch of Shiraz University of Medical Sciences took part in the study. Through long term interaction and interview with the students, the author had found out that several factors are involved in the development of medical students’ professional identity that could be categorized as educational, familial, socio-economic, and personal. Such categorization, then, constituted the questionnaire that was constructed based on Personality and Social Structure Perspective (PSSP) model ( House, 1977). Once the reliability was measured as 0.73, the questionnaire was administered to find out the contribution of the mentioned factors. Descriptive and analytic data analysis revealed that the factors are significantly different, with the personal factor falling first...
Background: Despite in-depth discussions regarding professional identity of doctors, there is still a gap in our understanding of how this professional identity actually evolves. Objective: To outline some major mechanisms involved in formation of medical students' professional identity. Methods: A qualitative study based on thematic analysis. 296 diary entries, written by eight medical students as part of the three-year course 'Becoming a Physician,' were reviewed. The course, conducted in small groups, gradually exposes students to the clinical field, and emphasizes awareness to marginalized populations, and interpersonal communication skills. Results: Following the social constructivist learning theory, where learners individually and socially construct meaning attributed to their experiences, we identified three major mechanisms based on students' written reflections. These include linking current experiences to past; comparing different types or aspects of knowledge, doctors or medicine; and future perspective taking. Conclusions: This study sheds light on the possible mechanisms used by medical students in forming their professional identity prior to their clinical training. Knowing these mechanisms can help medical educators better understand and support their students in formation of their professional identities. Conducting reflective writing could serve as an effective tool for learners to comprehend the meanings of their experiences.
2016
Background: The transition from student to medical doctor is challenging and stressful to many junior doctors. To practice with confidence and professionalism the junior doctors have to develop a strong professional identity. Various suggestions on how to facilitate formation of professional identity have been offered including the possible positive effect of group-coaching courses. The purpose of this study was to explore how group-coaching might facilitate professional identity formation among junior doctors in the transition period. Methods: Group-coaching courses comprising three whole-day sessions and five 2 h sessions during a period of 4 months were offered to junior doctors in the first years after graduation. The purpose was to support the participants’ professional development, ability to relate to patients, relatives and staff and career development. The coaches in this study had a background as health professionals combined with coaching educations. Data was obtained thr...
Journal of Medical Education, 2022
Background: The important central theme in the career is one's professional self-concept based on attributes, beliefs, values, motives, and experiences regarding the professional identity. Recently, there has been a growing interest in how a physician's professional identity is shaped by education and experience. Objectives: This study aimed to illuminate the role of experience in shaping the professional identity of Tehran University of Medical Sciences medical residents. Methods: Eighteen 26-40 years old residents (male and female) in four Major specialty groups, including obstetrics and gynecology, surgery, and internal medicine, participated in this qualitative content analysis study. Sampling was done in four specialty hospitals of Tehran University of Medical Sciences. Data were gathered through semi-structured in-depth interviews and analyzed by conventional content analysis. Results: Results showed four main categories of effective experiences in Shaping of residents' professional identity formation, including interpersonal communication experiences, independent professional work, general medical education course, knowledge, and educational background.in this study also, sub-categories extracted from the findings were: (1) forced scheme; (2) symbolic events; (3) learnt competencies of GP; (4) beneficial reforms and integration in general medical education; (5) the education quality level among families; and (6) the education quality level among schools and institutes. Conclusions: This study demonstrated that the previous unique constructive experiences of assistants are one of the most important underlying factors in shaping their professional identity. Interpersonal communication experiences, independent professional work, general medicine training courses, and knowledge and educational background are the unique experiences of any assistant. By creating constructive experiences, it is possible to positively affect the formation of the professional identity of the assistants so that they can be accountable to society.
2024
Background: The professional identity formation (PIF) of postgraduate trainees in basic health sciences is critical to their educational journey. Yet, there is a lack of appropriate measurement tools. This research aimed to adapt and modify an existing PIF scale to assess the professional identities of postgraduate basic health sciences trainees. Methods: A mixed-method study was conducted to validate a modi ed PIF scale. An instrument was developed following AMEE Guide 87. Seven medical educationalists and basic health science postgraduate supervisors established its content validity and reliability. Cognitive interviews were conducted with 15 participants, and the tool was validated through the Delphi technique. Piloting was undertaken on a simple random sample of 500 postgraduate trainees. Psychometric analyses, including structure factor analysis, internal consistency testing, and qualitative content analysis, were used to evaluate the modi ed scale. Results: Five factors were identi ed related to professional identity formation, "Commitment to Professional Identity, belonging and Values," "Pursuit of Knowledge and Excellence," "Professional Growth and Collaboration," Personal Growth and Re ection," and "Con dence and impact." The modi ed PIF scale demonstrated robust psychometric properties, including a well-de ned factor structure, signi cant reliability, and high internal consistency. With a Cronbach alpha 0.97, the PIF scale's ve kept variables accounted for 99.99% of the variance. Conclusions: In this study, the modi ed PIF scale was found to be a reliable tool for assessing the professional identities of postgraduate trainees.
BMC medical education, 2015
Professional self-identity [PSI] can be defined as the degree to which an individual identifies with his or her professional group. Several authors have called for a better understanding of the processes by which healthcare students develop their professional identities, and suggested helpful theoretical frameworks borrowed from the social science and psychology literature. However to our knowledge, there has been little empirical work examining these processes in actual healthcare students, and we are aware of no data driven description of PSI development in healthcare students. Here, we report a data driven model of PSI formation in healthcare students. We interviewed 17 student doctors and dentists who had indicated, on a tracking questionnaire, the most substantial changes in their PSI. We analysed their perceptions of the experiences that had influenced their PSI, to develop a descriptive model. Both the primary coder and the secondary coder considered the data without referenc...
Professional identity formation in medical education: the convergence of multiple domains
HEC forum : an interdisciplinary journal on hospitals' ethical and legal issues, 2012
There has been increasing emphasis on professionalism in medical education over the past several decades, initially focusing on bioethical principles, communication skills, and behaviors of medical students and practitioners. Authors have begun to discuss professional identity formation (PIF), distinguishing it as the foundational process one experiences during the transformation from lay person to physician. This integrative developmental process involves the establishment of core values, moral principles, and self-awareness. The literature has approached PIF from various paradigms-professionalism, psychological ego development, social interactions, and various learning theories. Similarities have been identified between the formation process of clergy and that of physicians. PIF reflects a very complex process, or series of processes, best understood by applying aspects of overlapping domains: professionalism, psychosocial identity development, and formation. In this