Influences on and Characteristics of the Professional Identity Formation of Clinician Educators: A Qualitative Analysis

Abstract

PurposeProfessional identity formation is the process of internalizing the ideals, values, and beliefs of a profession. In recent years, research on clinician-educator (CE) identity formation has expanded, yet gaps exist in understanding initial influences on an educator identity, sustainment throughout a career, and development of successful pathways for early CEs. This study explored the initial influences on and characteristics of the professional identity formation of CEs in an age-diverse, multispecialty population in the United States. MethodThis was a cross-sectional qualitative study of a purposive sample of medical educators at 6 institutions across the United States between 2018 and 2019.Focus groups were conducted to obtain participants' perspectives on their career choice and subsequent formation of their professional identity as CEs. The authors used a thematic analysis of focus group data to identify themes and domains through an iterative process. ResultsTwelve focus groups were conducted with a total of 93 participants. Responses were categorized into 5 domains: community supportive of medical education, culture of institution and training, personal characteristics, facilitators, and professionalization of medical education. Themes highlighted the importance of role models and mentors, an affinity and aptitude for teaching and education, specific facilitators for entry into a career in medical education, the evolution from a layperson, importance of formalized training programs, and a supportive academic community.

Assessment of Areas of Worklife Among Pharmacy Educators

“…Mentoring has been cited in other research as ways to possibly prevent burnout, increase job satisfaction, decrease turnover and increase success at work in particular for junior faculty also. 5,30,31 Mentors and role models have been shown to create a supportive community in addition to helping professional growth. [30][31][32] Our data show that a hobby may have an effect on the perception of Fairness.…”

“…5,30,31 Mentors and role models have been shown to create a supportive community in addition to helping professional growth. [30][31][32] Our data show that a hobby may have an effect on the perception of Fairness. Leisure activities are defined as pleasurable activities that individuals voluntarily engage in free from the constraints of work or other responsibilities.…”

Impact of a new institutional medical journal on professional identity development and academic cultural change: A qualitative study

“…Clinician‐educators are less likely to progress in academic rank, as clinical excellence and teaching alone may not be adequate to qualify for advancement (Levinson & Rubenstein, 2000). This premise is directly influenced by the culture of the immediate and larger group environment in which they practice (Cantillion et al, 2016; Triemstra et al, 2020). In order to achieve excellence as scholars, faculty must embrace their identities as teachers and researchers and have the institutional support to do so (Steinert et al, 2019).…”

“…In order to achieve excellence as scholars, faculty must embrace their identities as teachers and researchers and have the institutional support to do so (Steinert et al, 2019). This backing includes a culture supportive of medical education and professional development, and the presence of role models and mentors (Triemstra et al, 2020).…”

Implementation and Assessment of a Visiting Scholar Exchange Program in Pediatric Anesthesiology to Promote Junior Faculty and Fellow Professional Development

“…Developing areas of expertise, honing presentation skills, gaining extramural recognition, and establishing a network of collaborators for academic projects are essential skills necessary for academic career development and professional identity formation in medicine. [1][2][3] Faculty without clearly defined or nationally recognized areas of expertise may experience burnout, be denied promotion, or decide to leave academic medicine. 4,5 Programs that enhance faculty development and faculty well-being by promoting self-worth and creative growth can lead to increased professional fulfillment.…”