Professionalism and identity formation: students’ journeys and emotions

O’Flynn, Siún; Kelly, Martina; Bennett, Deirdre

doi:10.1111/medu.12431

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…A lack of explicit 'recognition and support for emotion work' risks sending the 'powerful message' that emotional challenges represent 'failure' [Williams, (2012), p.371]. Thus, following suggestions from the communication and professionalism literature, role-playing (Monrouxe et al, 2014;Bell et al, 2014) and analytic reflection (O'Flynn et al, 2014) might represent fruitful strategies worthy of future investigation.…”

Section: Cultural Clashmentioning

confidence: 99%

How and why emotions matter in interprofessional healthcare

Olson

2017

IJWOE

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Institutional theory draws attention to organisational rules-of-thumb that guide individual action and legitimacy-this includes the use of emotion. Within medicine, emotion is largely underemphasised. The introduction of interprofessional practice (IPP) poses an under-explored potential challenge to these rules-of-thumb. Drawing on Foucault, this article examines: 1) the emotional discourse in tweets from member-based organisations for healthcare practitioners; 2) themes in interviews and a focus group with practitioners-intraining. While the tweets largely illustrated the illegitimacy of emotion within healthcare, the practitioners-in-training indicated the importance of emotions and emotion work to teamwork. These findings suggest a 'cultural clash' and demonstrate that emotions matter in IPP.

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Section: Cultural Clashmentioning

confidence: 99%

How and why emotions matter in interprofessional healthcare

Olson

2017

IJWOE

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“…The fourth aspect of the personal dimension, the worldview of the AHP, can be seen as the filter through which the professional views his or her professional practice. This filter is formed by the first three aspects of the personal dimension and consists of core beliefs (Burford et al, 2014;Hess-April et al, 2017) and core values of AHPs (Awlor, 2013;Hayward et al, 2013;Kenny et al, 2009), paired with personal norms which are, specifically, shaped by family upbringing and the AHP's socio-cultural background (Drolet & Sauvageau, 2016;O'Flynn et al, 2014;Wimpenny & Lewis, 2015).…”

Section: Aspect 4: Worldviewmentioning

confidence: 99%

The personal dimension of allied health professional identity: A scoping review in health sciences literature / Die persönliche Dimension der beruflichen Identität von Gesundheitsfachkräften: ein Scoping-Review in der gesundheitswissenschaftlichen Literatur

Belgraver

Coppoolse

Doorn

2022

International Journal of Health Professions

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Introduction With a shift in healthcare from diagnosis-centered to human- and interprofessional-centered work, allied health professionals (AHPs) may encounter dilemmas in daily work because of discrepancies between values of learned professional protocols and their personal values, the latter being a component of the personal dimension. The personal dimension can be defined as a set of personal components that have a substantial impact on professional identity. In this study, we aim to improve the understanding of the role played by the personal dimension, by answering the following research question: What is known about the personal dimension of the professional identity of AHPs in (allied) health literature? Methods In the scoping review, databases, CINAHL, ERIC, Medline, PubMed, and PsychINFO were searched for studies focusing on what is regarded as ‘the personal dimension of professional identity’ of AHPs in the health literature; 81 out of 815 articles were included and analyzed in this scoping review. A varying degree of attention for the personal dimension within the various allied health professions was observed. Result After analysis, we introduce the concept of four aspects in the personal dimension of AHPs. We explain how these aspects overlap to some degree and feed into each other. The first aspect encompasses characteristics like gender, age, nationality, and ethnicity. The second aspect consists of the life experiences of the professional. The third involves character traits related to resilience and virtues. The fourth aspect, worldview, is formed by the first three aspects and consists of the core beliefs and values of AHPs, paired with personal norms. Discussion These four aspects are visualized in a conceptual model that aims to make AHPs more aware of their own personal dimension, as well as the personal dimension of their colleagues intra- and interprofessionally. It is recommended that more research be carried out to examine how the personal dimension affects allied health practice.

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“…The clinical reality to which medical students are exposed during work-based learning is complex, and stakes can be high in an environment that is sometimes intense, unpredictable, and demanding (O'Flynn et al., 2014 ). An essential part of students’ skills training takes place in clinical settings where students interact with patients, physicians, other healthcare professionals, and peers (Bandini et al., 2017 ; Bleakley, 2006 ; Dornan, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

The impact of emotionally challenging situations on medical students’ professional identity formation

Lönn

Weurlander

Seeberger

et al. 2023

Adv in Health Sci Educ

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In their interactions with patients and health care professionals during work-based learning, medical students are known to experience emotionally challenging situations that can evoke negative feelings. Students have to manage these emotions. Students learn and develop their professional identity formation through interactions with patients and members of the healthcare teams. Earlier studies have highlighted the issues involved with processing emotionally challenging situations, although studies concerning learning and professional identity formation in response to these experiences are rare. In this study, we explored medical students’ experiences of emotionally challenging situations in work-based learning, and the impact these experiences had on forming medical students’ professional identities. We conducted an analysis of narrative data (n = 85), using a constructivist grounded theory approach. The narratives were made up of medical students’ reflective essays at the end of their education (tenth term). The analysis showed that students’ main concern when facing emotionally challenging situations during their work-based education was the struggle to achieve and maintain a professional approach. They reported different strategies for managing their feelings and how these strategies led to diverse consequences. In the process, students also described arriving at insights into their own personal needs and shortcomings. We consider this development of self-awareness and resulting self-knowledge to be an important part of the continuously ongoing socialization process of forming a professional identity. Thus, experiencing emotionally challenging situations can be considered a unique and invaluable opportunity, as well as a catalyst for students’ development. We believe that highlighting the impact of emotions in medical education can constitute an important contribution to knowledge about the process of professional identity formation. This knowledge can enable faculty to provide students with more effective and sufficient support, facilitating their journey in becoming physicians.

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Professionalism and identity formation: students’ journeys and emotions

Cited by 5 publications

References 9 publications

How and why emotions matter in interprofessional healthcare

How and why emotions matter in interprofessional healthcare

The personal dimension of allied health professional identity: A scoping review in health sciences literature / Die persönliche Dimension der beruflichen Identität von Gesundheitsfachkräften: ein Scoping-Review in der gesundheitswissenschaftlichen Literatur

The impact of emotionally challenging situations on medical students’ professional identity formation

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