Medical students’ professional identity development from being actors in an objective structured teaching exercise

Grasset, Jehanne De; Audétat, Marie-Claude; Bajwa, Nadia Masood; Jastrow, Nicole; Richard-Lepouriel, Hélène; Nendaz, Mathieu; Perron, Noëlle Junod

doi:10.1080/0142159x.2018.1457212

Cited by 8 publications

(7 citation statements)

References 47 publications

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“…Residents indicated that these relationships were important, but were superseded by professional commitments that caused the residents to mimic the hierarchy reinforced at work. However, in other studies, students felt a sense of agency to negotiate their identity, 72 especially as they conceptualised themselves from an outside perspective, 79,124 such as when learners thought through the matter of who was responsible for their learning 80 . Further, Joseph et al’s 119 work noted how incongruence of identities can lead to identity dissonance, a theme that was further explored in work by Kluijtmans et al 47 and Tahim, 126 which described PIF in physicians with dual professional identities and the challenges experienced by such physicians in having to straddle two professions.…”

Section: Resultsmentioning

confidence: 96%

“…Evidence found in Wong et al’s 53 analysis of written reflections highlighted how social interactions, role models and patient encounters influence PIF. Others found that the tone in which feedback is delivered influences what participants hear 80 . Several articles 50‐52,70 examined how longitudinal integrated clerkships afforded students safe environments in which to foster emerging identities.…”

Section: Resultsmentioning

confidence: 99%

“…Grounded theory (n = 17) was cited as the most commonly used methodology, which is appropriate in contexts in which researchers believe divergent epistemologies exist 69 . However, quite a few studies did not mention their choice of methodology (n = 11) and reported vague terms such as ‘inductive analysis’ or ‘open coding’ to describe the analytical work 45,51,52,54,55,58,63‐65,70‐81 . Studies included various contexts previously identified in health education research 82 (eg, longitudinal clerkships, social media, patient care, dual professions, etc.)…”

Section: Methodsmentioning

confidence: 99%

“…69 However, quite a few studies did not mention their choice of methodology (n = 11) and reported vague terms such as 'inductive analysis' or 'open coding' to describe the analytical work. 45,51,52,54,55,58,[63][64][65][70][71][72][73][74][75][76][77][78][79][80][81] Studies included various contexts previously identified in health education research 82 (eg, longitudinal clerkships, social media, patient care, dual professions, etc.) and only two included the participants' cultural context as an important consideration in their analysis.…”

Section: F I G U R E 1 Study Flowchart [Colour Figure Can Be Viewed Amentioning

confidence: 99%

“…Others found that the tone in which feedback is delivered influences what participants hear. 80 Several articles [50][51][52]70 examined how longitudinal integrated clerkships afforded students safe environments in which to foster emerging identities. In these articles, the hidden curriculum was positioned as an important influence on PIF.…”

Section: The Formal Versus the Hidden Curriculummentioning

confidence: 99%

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‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians

et al. 2020

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Objectives: Professional identity formation (PIF) is a growing area of research in medical education. However, it is unclear whether the present research base is suitable for understanding PIF in physicians considered to be under-represented in medicine (URM). This meta-ethnography examined the qualitative PIF literature from 2012 to 2019 to assess its capacity to shine light on the experiences of minoritised physicians. Methods: Data were gathered using a search of six well-known medical education journals for the term 'professional identit*' in titles, keywords, abstracts and subheadings, delineated with the date range of 2012-2019. All non-relevant abstracts were removed and papers were then further reduced to those that focused only on learners' experiences. This left 67 articles in the final dataset, which were analysed using a collaborative approach among a team of researchers. The team members used their professional expertise as qualitative researchers and personal experiences as minoritised individuals to synthesise and interpret the PIF literature. Results: Four conceptual categories were identified as impacting PIF: Individual versus Sociocultural Influences; the Formal versus the Hidden Curriculum; Institutional versus Societal Values; and Negotiation of Identity versus Dissonance in Identity. However, a major gap was identified; only one study explored experiences of PIF in URM physicians and there was an almost complete absence of critical stances used to study PIF. Combined, these findings suggest that PIF research is building on existing theories without questioning their validity with reference to minoritised physicians. Conclusions: From a post-colonial perspective, the fact that race and ethnicity have been largely absent, invisible or considered irrelevant within PIF research is problematic. A new line of inquiry is needed, one that uses alternative frameworks, such as critical theory, to account for the ways in which power and domination influence PIF for URM physicians in order to foreground how larger sociohistorical issues influence and shape the identities of minoritised physicians. | 149 WYATT eT Al.

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Section: Resultsmentioning

confidence: 96%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: F I G U R E 1 Study Flowchart [Colour Figure Can Be Viewed Amentioning

confidence: 99%

Section: The Formal Versus the Hidden Curriculummentioning

confidence: 99%

See 3 more Smart Citations

‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians

et al. 2020

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A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

et al. 2021

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Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

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Apprentissage entre pairs : enseigner aux étudiants en médecine à enseigner

Nendaz

2023

Pédagogie Médicale

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Contexte et problématique : L’enseignement par les pairs est fréquemment utilisé durant le curriculum médical prégradué ainsi qu’en formation postgraduée. Exégèse : Une méta-analyse récente en démontre une efficacité de taille modérée surtout présente durant des activités cliniques plutôt que précliniques, portant sur des habiletés pratiques plutôt que sur l’acquisition théorique. Pour soutenir l’acquisition de compétences en enseignement par les étudiants, des recommandations fondées sur une revue narrative ont été proposées. Nos institutions de formation devraient instaurer des programmes de formation longitudinaux obligatoires pour entraîner les étudiants-enseignant-es, en se fondant sur une approche par compétences. Conclusion : Malgré des arguments probants soutenant cette approche et une injonction des référentiels de compétences utilisés par nos institutions de formation, de tels programmes sont encore trop rares et devraient être plus largement introduits pour assurer le continuum entre l’enseignement pré-gradué et post-gradué.

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Medical students’ professional identity development from being actors in an objective structured teaching exercise

Cited by 8 publications

References 47 publications

‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians

‘Whispers and shadows’: A critical review of the professional identity literature with respect to minority physicians

A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

Apprentissage entre pairs : enseigner aux étudiants en médecine à enseigner

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