Perceptions of professional identity: a story from paediatrics

Beckett, David; Gough, Jenny

doi:10.1080/158037042000225218

Cited by 23 publications

(27 citation statements)

References 2 publications

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“…Research confirms that humans learn from their social situations (Beckett & Gough, 2004;Burford et al, 2013). The social components to the process are often emphasized in clinical phase education, but can be incorporated into didactic settings by putting students in situations designed for social engagement.…”

Section: Context and Backgroundmentioning

confidence: 86%

“…The social components to the process are often emphasized in clinical phase education, but can be incorporated into didactic settings by putting students in situations designed for social engagement. By creating opportunities for situated learning, developing learning communities, or providing professional socialization, professional identity can develop within an appropriate context and culture (Beckett & Gough, 2004;Mann, 2011;Perry, 2012;Shiner & Howe, 2013). Role-modeling and mentoring have a significant effect on identity development and can influence a student in both positive and negative ways (Finn et al, 2010;Gingsburg & Lingard, 2011;Thistlethwaite, 2104).…”

Section: Context and Backgroundmentioning

confidence: 99%

“…The actual process of developing professional identity has been widely studied and occurs in a scaffolded or stage-type process (Beckett & Gough, 2004;Black et al, 2010;Ginsburg & Lingard, 2011;Monrouxe, 2010;Wong & Trollope-Kumar, 2014). The stages of development are fluid, not lock-step, but they are context dependent.…”

Section: Rationale and Significancementioning

confidence: 99%

“…Educational literature describes the didactic phase as primarily for the purposes of knowledge building in a more passive learning context (Ruckert et al, 2014) and has long touted the benefit of the clinical phase for establishing higher level skills such as problem-solving, decision-making, critical thinking, application of learning and professional identity development (Beckett & Gough, 2004;Finn et al, 2010;Ruckert et al, 2014). Recent research reveals, however, that many of the more complex skills needed in medical practice should be taught and developed early in the didactic phase so that students can transition more easily in the clinical phase and so that new practitioners can better meet the changing demands of medicine (Finn et al, 2010;Ginsburg & Lingard, 2011;Irby, 2011;Monrouxe, 2011;Shiner & Howe, 2013).…”

Section: Medical Educationmentioning

confidence: 99%

“…Traditional medical education philosophies employ the scaffolding approach, beginning with skill competency and knowledge building, followed by practical application (Beckett & Gough, 2004;Bowe, Ross, & Aretz, 2009). Educational literature describes the didactic phase as primarily for the purposes of knowledge building in a more passive learning context (Ruckert et al, 2014) and has long touted the benefit of the clinical phase for establishing higher level skills such as problem-solving, decision-making, critical thinking, application of learning and professional identity development (Beckett & Gough, 2004;Finn et al, 2010;Ruckert et al, 2014).…”

Section: Medical Educationmentioning

confidence: 99%

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making of a practitioner: understanding the lived experience of developing professional identity in didactic physician assistant students

Schempp¹

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Developing professional identity is an important process that all students of medicine undergo as they begin their transformation from layperson to practitioner. Physician assistant (PA) students undergo this transformation, however little is known about their experience, especially within the didactic phase of their education. This qualitative study employed an interpretative phenomenological analysis (IPA) to further understand how PA students in the didactic phase of their education explained and made sense of their developing professional identities as medical practitioners. Three major findings emerged from the analysis of the data including 1) Relationship to Self, 2) Relationship to Others, and 3) Relationship to Process. The findings provided insight into the experience of PA students in the phenomenon of professional identity development and further illuminated the complex transformation that takes place within the didactic phase of their education. The study provided a foundation on which to consider future recommendations for practice and areas for further research.

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Section: Context and Backgroundmentioning

confidence: 86%