A Conceptual Model for Understanding Academic Physicians’ Performances of Identity: Findings From the University of Utah

Chow, Candace J.; Byington, Carrie L.; Olson, Lenora M.; Ramirez, Karl Paulo Garcia; Zeng, Shiya; López, Ana María

doi:10.1097/acm.0000000000002298

Cited by 29 publications

(26 citation statements)

References 26 publications

(47 reference statements)

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“…This research contributes to the growing evidence that women and men physicians employed at an academic health center experience medical careers quite differently. 32 There are no differences in the frequency with which women and men physicians report experiencing discrimination in everyday life. However, findings show that women physicians in our study report experiencing discrimination at work more frequently than physicians who are men, but that discrimination is not a part of their everyday experience.…”

Section: Discussionmentioning

confidence: 99%

Gender Discrimination Among Academic Physicians

Chow

Millar

López

2020

Women's Health Reports

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Background: There is a growing body of literature showing that gender discrimination impacts physicians' work and life experiences. Impact on income, promotion, and parenthood has been documented. Based on these findings, we hypothesized that the experiences of academic physicians who identify as women or gender nonconforming would be different from their counterparts who are men. This survey study explores the influences of gender on academic physicians' experiences with discrimination in life and at work. Materials and Methods: In the spring of 2017, academic physicians (n = 752) at a medical school in the West were invited to participate in a survey that measured experiences with discrimination using the Everyday Discrimination Scale and additional items. We used a mixed-methods approach to analyze the data, employing chi square and t-tests to analyze quantitative data and modified content analysis to code open-ended responses. Results: The response rate was 24% (180/752). There was no significant difference between women and men in reported frequency of discrimination in everyday life (p = 0.474). However, women were significantly more likely than men to select gender as a reason for being treated differently in everyday life (p = 0.000) and report discrimination in the workplace (p < 0.000). Open-ended responses describing experiences of discrimination differed based on gender: women were twice as likely than men to report receiving negative treatment owing to gender. Finally, men discussed having gender privilege, whereas women discussed experiencing gender discrimination. Conclusions: This study contributes to the growing body of literature about how gender influences the experience of practicing medicine.

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Section: Discussionmentioning

confidence: 99%

Gender Discrimination Among Academic Physicians

Chow

Millar

López

2020

Women's Health Reports

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“…The formation of professional identify does not end upon training completion. Theoretically, PIF continues with each new professional challenge [13,19]. Although more research is needed, we postulate that the invisible learning experiences will decrease with time, while other values may emerge, around managing administration challenges and adjusting to new patient care demands.…”

Section: Discussionmentioning

confidence: 98%

“…take on different trajectories for physicians [12,13]. Yet, to date, little attention has been given to how PIF evolves with advanced sub-specialty training, as well as how PIF can be supported in the developmental trajectory of residents, and how competency acquisition parallels with PIF.…”

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confidence: 99%

“…This limits the ability to integrate re ective practice and mentorship as a formal part of their training. As recent studies point to PIF as an ongoing process in physicians [12,13,[20][21][22], it is pertinent to understand how PIF support can be balanced with gradual independence in advanced trainees. The balance of supervision and gradual independence has become even more critical with Competency Based Medical Education (CBME) [23,24].…”

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confidence: 99%

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The Ebb and Flow of Identity Formation and Competence Development in Sub-specialty Residents: Study of a Continuity Training Setting

Huda

Faden

Wilson

et al. 2020

Preprint

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Background Professional identity and competence development are evolving processes, shaped by clinical experiences and socialization in the workplace. The purpose of this study was to investigate the simultaneous development of professional identify formation and competence in a sub-specialty training program. Methods The study was conducted in a General Internal Medicine sub-specialty (PGY-4 and PGY-5) continuity training setting, at an academic health sciences center, in Canada. Participants included: current residents, recent graduates, attending physicians and administrative assistants. Data was collected from 2017–2018. A constructivist grounded theory approach was used to analyze anonymized focus group and individual interviews. Results The study identified the following: 1) learning activities that support professional identity formation in advanced residents; 2) the relationship between professional identity formation and competencies; 3) the role of administrative assistants and continuity training supervisors in supporting professional identity formation; and 4) a set of invisible learning experiences that occurred as a result of assumptions made by residents about expectations of training and expectations of patient care. Although, there was limited data available on the latter, findings suggested that invisible learning experiences may adversely impact residents’ functioning as independent physicians. Conclusions Residents’ professional identities continue to evolve with increasing competency requirements during training. Training programs, for sub-specialty residents, must balance granting of independence with supporting ongoing professional identity formation. They must also be explicit about what constitutes healthy patient care expectations and how practicing physicians manage these expectations.

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“…In this respect, academicians' professional identity is regarded as an ongoing process, and the negotiation of personal experiences is integral to this process. Thus, medical education must be provided to students in the context of training and professional practice in both clinical and non-clinical domains 9, 10…”

Section: Introductionmentioning

confidence: 99%

Contribution of faculty developmental programmes to professional identity development of medical educators in Malaysia: A phenomenological study

Nor

2019

Journal of Taibah University Medical Sciences

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Objective Professional identity development (PID) of academicians is triggered by numerous elements, including faculty development programmes (FDP). The study aims at exploring how FDPs contribute to PID among junior medical educationists. Methods A qualitative phenomenological study was carried out in six Malaysian public medical schools from 15th March to 15th April 2019. A total of 10 junior medical educationists participated in the study. A purposive sampling technique was utilised to select eligible participants. A series of semi-structured interviews was conducted to collect the data using a pre-determined interview protocol. The collected data were then analysed using open, axial, and selective coding methods assisted by ATLAS.ti software. Results Three themes (i.e. personal growth, professional growth, and self-reflective practice) and nine sub-themes (i.e. self-awareness, intention, internal satisfaction, career pathway, maintaining professional skills, acquiring new knowledge, identifying strengths and weaknesses, and areas for improvement) emerged from the data analysis. Conclusion The study showed that PID could be developed through personal growth, professional growth, and self-reflective practice. Policymakers should focus on these characteristics during training sessions designed for the professional development of their medical faculty staff.

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A Conceptual Model for Understanding Academic Physicians’ Performances of Identity: Findings From the University of Utah

Cited by 29 publications

References 26 publications

Gender Discrimination Among Academic Physicians

Gender Discrimination Among Academic Physicians

The Ebb and Flow of Identity Formation and Competence Development in Sub-specialty Residents: Study of a Continuity Training Setting

Contribution of faculty developmental programmes to professional identity development of medical educators in Malaysia: A phenomenological study

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