Nurturing professional identity through a community based education program: medical students experience

Abstract

Objectives Community-based education (CBE) has an impact on the types of medical students produced at the end of medical training. However, its impact on professional identity development (PID) has not been clearly understood. This study thus explores the effect of the CBE program on PID. Methods A qualitative phenomenological study was conducted on a group of Universiti Sains Malaysia medical students who had finished the Community and Family Case Study (CFCS) program. Data were gathered through focused group discussions and student reflective journals. Participants were sampled using the maximal variation technique of purposive sampling. Three steps of thematic analysis using the Atlasti software were employed to identify categories, subthemes, and themes. Results Personal, role, social, and research identities were generated that contribute to the PID of medical students through the CFCS program. The results indicate that the CFCS program nurtured personal identity through the development of professional skills, soft skills, and personal values. Pertaining to role identity, this is related to patient care in terms of primary care and interprofessional awareness. Pertaining to social identity, the obvious feature was community awareness related to culture, society, and politics. A positive outcome of the CFCS program was found to be its fostering of research skills, which is related to the use of epidemiology and research methods. Conclusion The findings indicate that the CFCS program promotes PID among medical students. The current data highlight and provide insights into the importance of integrating CBE into medical curricula to prepare future doctors for their entry into the profession.

<p>Stimulating Students’ Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation</p>

“…[17][18][19] Community-based education (CBE) is suggested as a model for facilitating IPE in collaborative skills in the workplace. [20][21][22] CBE is defined as learning activities that use the community extensively as a learning environment, in which not only students but also teachers, members of the community, and representatives of other sectors are actively engaged throughout the educational experience. 23 Community-based IPE (CBIPE) is the process by which a group of two or more students from different health-related occupations with different educational backgrounds learn together while utilising the community as a learning environment, with collaboration and interaction as part of their learning goals.…”

“…Examples of CBIPE in specific community contexts have often been limited to specific settings like senior housing 32 or child healthcare. 34 To enable students to acquire comprehensive skills ranging from diagnosing health problems in the community, to formulating and implementing the problemsolving activities, 20,22 designing a CBIPE program providing those learning opportunities needed to be designed.…”

Curriculum initiatives to enhance research skills acquisition by medical students: a scoping review

“…Seventeen papers described medical students’ self-reported skills acquisition (Kirkpatrick reaction criteria). In nine of these papers, students reported an increase in their research skills or knowledge and in two of which students reported an increased awareness of their research identity / thinking as a scientist [ 27 , 28 ].…”

Curriculum Initiatives to Enhance Research Skills Acquisition by Medical Students: A Scoping Review of the Literature

“…In nine (53%) of these papers, the students reported an increase in their research skills or knowledge. In two (12%) of these papers, the students reported an increased awareness of their research identity / thinking as a scientist (25,26). Quality measure of primary studies: Su cient description of active research option 26 papers were rated to have had a su cient description of the active research option.…”