Professional Identity Formation During the COVID-19 Pandemic

Kinnear, Benjamin; Zhou, Christine; Kinnear, Bradley; Carraccio, Carol; Schumacher, Daniel J.

doi:10.12788/jhm.3540

Cited by 21 publications

(21 citation statements)

References 22 publications

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“…Our data supports that there may be a benefit to maintaining a structure for keeping medical students involved during a crisis—at a skill-appropriate level, which may help relieve internal tensions of being deemed “non-essential” [ 19 , 22 ]. Indeed, maintaining a welcoming community for medical students has been cited as a key component to supporting their PIF during times of disruption [ 23 , 24 ].…”

Section: Discussionmentioning

confidence: 99%

“Am I even a med-student anymore?” A Mixed-Methods Study of the Impact of the Initial Disruptions Caused by the COVID-19 Pandemic on Medical Student Professional Identity Formation

et al. 2022

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Purpose Developing a professional identity requires learners to integrate themselves into the medical profession and take on the role of doctor. The impact of COVID-19 on medical education has been widely investigated, but little attention has been paid to the impact of students’ professional identify formation (PIF). The goal of this study was to investigate the impact that the onset of the COVID-19 pandemic had on medical students’ PIF. Materials and Methods An embedded mixed-methods design was utilized. Focus groups were conducted with a subset of year 1–4 students and coded using thematic analysis. Year 1–2 students were surveyed about their professional identity integration in the spring of 2020. Responses were analyzed using descriptive statistics and Wilcoxon signed rank and Mann–Whitney U tests. Results Qualitative data were organized into six themes that touched on losses and challenges, reflection, and reevaluation of the physician career. Roughly 50% of MS1s and MS2s reported a change in their professional identity integration, but this was not statistically significant. Conclusions Medical education does not occur in isolation and is influenced by disruptive local and global events. Students perceived challenges when in-person community interaction and hands-on clinical experiences were interrupted. Additionally, students reflected upon their own role and their future career goals. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-022-01652-4.

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Section: Discussionmentioning

confidence: 99%

“Am I even a med-student anymore?” A Mixed-Methods Study of the Impact of the Initial Disruptions Caused by the COVID-19 Pandemic on Medical Student Professional Identity Formation

et al. 2022

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“…There is a significant body of previous work exploring how and why professional identity develops during the course of medical school, but as yet fewer studies have investigated the impact of Covid-19 on medical students' professional identity development. It has been postulated that the changes to the learning environment caused by Covid-19 may have changed the process of professional identity development and integration into the medical community of practice 14 , though little qualitative data exists to support this claim, a gap this study intends to address. Some early work from clinical educationalists has suggested alternative routes to support professional identity development during Covid-19, calling for a "reimagining" of professional identity through, for example, work as an allied health professional, public health or community work, and through social media use 15 .…”

Section: Introductionmentioning

confidence: 95%

‘I don’t feel like I’m learning how to be a doctor’: early insights regarding the impact of Covid-19 on UK medical student professional identity

Harvey

Brown

Byrne

et al. 2021

Preprint

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Phenomenon Professional identity development is recognised as a core goal of medical education alongside knowledge and skill acquisition. Identity is a complex entity that can be conceptualised as externally influenced, but individually constructed. Integration from legitimate bystander to "old timer" of the medical community of practice provides a backdrop for individual negotiation of professional identity. During Covid-19, the medical community of practice and education experienced significant disruption. We sought to investigate how these disruptions impacted professional identity development by examining conflicts between students' identities highlighted by the pressures of the pandemic. Approach A mixed-methods survey was distributed to medical students in the UK. The survey was active from 2nd May to 15th June 2020, during the height of the first wave of the Covid-19 pandemic in the UK. Operating within the paradigm of constructivism, we conducted a reflexive thematic analysis of qualitative responses. Analysis was focused around the disruption to medical education, actions taken by medical students during this disruption, and the tension between student actions where they existed in conflict. Findings Three themes were constructed to describe the identities that participants felt were in conflict during the first wave of the Covid-19 pandemic: Status and role as a future doctor; status and role as a student; and status and role as a member of the wider community. Students noted that lack of clinical exposure was detrimental to their education, implicitly recognising that many aspects of professional identity formation are forged in the clinical environment. Participants were keen to volunteer clinically but struggled to balance this with academic work. Participants worried about the risk to their families and the wider community, and wanted to ensure that their skills would add value to the clinical environment. Volunteers felt frustrated when they were unable to perform tasks which aligned with their identities future doctors, with the exception of participants who worked as interim FY1s (FiY1s), which aligned well with the roles of FY1s. Insights As hypothesised, the participants in this study experienced disruptions to their professional identity development during the first wave of the Covid-19 pandemic in 2020. This work provides early evidence, collected at the beginning of the pandemic, that the effects of disruptions to professional identity development were wide-reaching, often negative, and represent an important topic for future exploration. Given that the pandemic has highlighted areas of identity tension, these findings have the potential to provide insight into how medical training can better nurture professional identity development during and beyond international crises.

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“…25 Kegiatan-kegiatan yang meningkatkan proses sosialisasi mahasiswa dengan komunitas banyak yang tidak terlaksana atau terlaksana dengan berbagai pembatasan. 26 Perubahan lingkungan belajar berdampak paling besar pada berkurangnya kesempatan mahasiswa untuk berpartisipasi dalam pelayanan pasien yang mengakibatkan berkurangnya kepercayaan diri dalam penguasaan kompetensi, terutama kompetensi penanganan kasus-kasus gawat darurat.…”

Section: Pengaruh Perubahan Lingkungan Belajar Terhadap Identitas Pro...unclassified

How Does Clinical Learning Environment Changes During Pandemic Affect on Professional Identity?

Susani

Sari

Amalia³

2022

JPKI

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Background: The COVID-19 pandemic has disrupted clinical medical education, and clinical learning was forced to swiftly adapt by blending offline clinical services with online learning. Changes in the clinical learning environment will have an impact on professional identity. This study aimed to determine the impact of changes in the learning environment on medical students' professional identity. Methods: This was a two-phase mixed-method study with an explanatory sequential design. The PHEEM instrument measured students' perceptions of the learning environment before and during the pandemic, and PIM was used to measure professional identity. Fifty-one clinical students participated in this phase. In the second qualitative phase, fifteen students were selected to join three focus group discussions based on the proportion of sex and completion of the clinical rotation.Results: there was a significant decrease in student perceptions of teaching during the pandemic (p 0.003). This result is in line with qualitative findings, namely a decrease in opportunities for participation and interaction in the social aspects of learning. This lowered self-confidence in clinical competence was supported by a higher correlation between perceptions of the learning environment and professional identity before the pandemic than during the pandemic (respectively r 0.561; 0.554 p < 0.01).Conclusion: During the pandemic, there was a decrease in clinical students' participation opportunities, which resulted in decreased confidence in specific clinical competencies, but decreased participation had no effect on comfort and willingness to be engaged in the medical profession. This situation brings awareness to further improve competence through various training and practices.

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Professional Identity Formation During the COVID-19 Pandemic

Cited by 21 publications

References 22 publications

“Am I even a med-student anymore?” A Mixed-Methods Study of the Impact of the Initial Disruptions Caused by the COVID-19 Pandemic on Medical Student Professional Identity Formation

“Am I even a med-student anymore?” A Mixed-Methods Study of the Impact of the Initial Disruptions Caused by the COVID-19 Pandemic on Medical Student Professional Identity Formation

‘I don’t feel like I’m learning how to be a doctor’: early insights regarding the impact of Covid-19 on UK medical student professional identity

How Does Clinical Learning Environment Changes During Pandemic Affect on Professional Identity?

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