Group processes in medical education: learning from social identity theory

Abstract

Social identity theory provides a powerful framework with which to consider many areas of medical education. It allows disparate influences on, and consequences of, group membership to be considered as part of an integrated system, and allows assumptions, such as about the nature of professional identity and interprofessional tensions, to be made explicit in the design of research studies. This power to question assumptions and develop deeper and more meaningful research questions may be increasingly relevant as the nature and role of the medical profession change.

The meaning of being a pharmacist: Considering the professional identity development of first-year pharmacy students

“…Group membership is usually associated with cultivating increasingly positive attitudes towards the in-group by appreciating its diversity and differentiating this diversity from out-groups. [3] The development of an in-group mentality is made accessible when an individual choosing to assume that social identity (e.g. pharmacist) participates in activities associated with the group (e.g.…”

“…Through the cognitive process of self-categorisation, an individual may choose to identify with certain social groups. [3] This identification process defines who a person is -the in-group (e.g. pharmacist) -as well as who a person is not -the out-group (e.g.…”

“…These interactions aimed to expose students to a variety of potential role models and practice environments and it was hoped to reduce the perception of the stereotype pharmacist. [3] The three sequential written assignments formed part of the formative assessment mark for the module. Each assignment was graded according to a reflection rubric that included four main assessment criteria: clear and expressive description of the critical incident; analysis of how the incident contributed to the understanding of self, others and the profession; open, non-defensive self-appraisal of one's own frame of reference; and language structure and use.…”

“…[3][4][5] Social identity theory has been proposed and applied as one conceptual framework for the understanding of professional identity development, as it aims to define and explain the social and individual factors and processes that influence an individual's sense of belonging to a specific social group, which encompasses professional groups. [3][4][5][6][7] In pharmacy education, the development of a professional identity has remained problematic, which may largely be attributed to the dearth of literature that properly defines, teaches and assesses professionalism. [8] A recent study among first-and third-year pharmacy students found that a professional identity is underpinned by a sound knowledge of basic science [9] instead of professional practice.…”

Research on the Relationship of Objective Environmental Resistance and Chinese Medical Students' Professional Identity in Universities

“…As a kind of social organizations and the other social health organizations, their good image and development degree and the government image and its closely related management concept, management ability, therefore, the government, hospitals, community health organizations of professional subject of professional values influence each other, and jointly shape the professional image of the establishment of the medical students' professional values plays a leading and exemplary role with special significance. Under this guidance, we suggest to analyze the overall professional identity condition following the listed guidelines [6][7].  Career cognitive.…”