Abstract:Background
Professional identity formation (PIF) has been recognized as an integral part of professional development in medical education. PIF is dynamic: it occurs longitudinally and requires immersion in the socialization process. Consequently, in the medical education context, it is vital to foster a nurturing learning environment that facilitates PIF.
Aim
This study assesses PIF among medical students in various stages of study and explores the… Show more
“…Considering the evidence, this study revealed the need for an explicit professionalism curriculum in clinical learning ( 15 , 19 , 23 , 29 ). The literature explained that learning professionalism has not been explicit in medical education, making it harder to prioritise professionalism in teaching, learning and assessment ( 19 , 30 ).…”
Section: Discussionmentioning
confidence: 90%
“…Thus, offline sessions were limited in time and did not provide a variety of cases, making it even harder for students to interact with patients and learn professionalism ( 26 , 27 ). The lack of interactions with patients resulted in anxiety and a loss of confidence about student competence ( 15 , 19 ). This finding highlights the importance of direct patient interactions and the clinical learning environment in learning professionalism ( 26 ).…”
Section: Discussionmentioning
confidence: 99%
“…A study conducted in the hierarchical culture context showed that students agreed that the curriculum is an important aspect of professional identity formation. It was further highlighted that the explicit teaching and assessment of professionalism, a supportive and nurturing learning environment and workplace-based learning—to some extent—affected students’ professional development ( 15 ). As medical students are the main stakeholders in medical education, they play essential roles in developing medical school curricula, including the appraisal of the existing curriculum related to professional development during the clinical stage.…”
Background: Public demands for high-quality healthcare require medical schools to ensure that physicians attain various competencies, including professionalism and humanism. This can be accomplished through various interactions and socialisations within the healthcare community. These meaningful learning experiences become more critical as students face unpredictable learning opportunities in clinical settings. However, professional development focuses on lapses, remediation and knowledge retention rather than its practice. To nurture professional and humanistic physicians, this study explores how medical students perceive learning professionalism in clinical settings. Methods: This is a qualitative phenomenology study involving medical students in clinical rotations at the Faculty of Medicine Universitas Indonesia. Respondents were chosen through a purposive sampling method that considered their gender and clinical years. Data were collected through focus group discussions (FGDs) and thematic analysis was used. Results: Three FGDs were conducted with 31 clinical students. Learning professionalism in clinical settings presents challenges, including the hidden curriculum (HC), limited exposure to patients and the clinical learning environment because of the social restrictions caused by the COVID-19 pandemic. The tailored strategy to learn professionalism in the clinical learning environment was more teacher-driven, including role modelling, debriefing, providing feedback and teaching context-specific knowledge on professionalism, followed by patient interactions. Conclusion: The significance of students’ interactions with the clinical learning environment, especially with patients and clinical teachers as role models, is the key to learning professionalism in clinical settings. This finding is an important takeaway in curriculum design for professionalism.
“…Considering the evidence, this study revealed the need for an explicit professionalism curriculum in clinical learning ( 15 , 19 , 23 , 29 ). The literature explained that learning professionalism has not been explicit in medical education, making it harder to prioritise professionalism in teaching, learning and assessment ( 19 , 30 ).…”
Section: Discussionmentioning
confidence: 90%
“…Thus, offline sessions were limited in time and did not provide a variety of cases, making it even harder for students to interact with patients and learn professionalism ( 26 , 27 ). The lack of interactions with patients resulted in anxiety and a loss of confidence about student competence ( 15 , 19 ). This finding highlights the importance of direct patient interactions and the clinical learning environment in learning professionalism ( 26 ).…”
Section: Discussionmentioning
confidence: 99%
“…A study conducted in the hierarchical culture context showed that students agreed that the curriculum is an important aspect of professional identity formation. It was further highlighted that the explicit teaching and assessment of professionalism, a supportive and nurturing learning environment and workplace-based learning—to some extent—affected students’ professional development ( 15 ). As medical students are the main stakeholders in medical education, they play essential roles in developing medical school curricula, including the appraisal of the existing curriculum related to professional development during the clinical stage.…”
Background: Public demands for high-quality healthcare require medical schools to ensure that physicians attain various competencies, including professionalism and humanism. This can be accomplished through various interactions and socialisations within the healthcare community. These meaningful learning experiences become more critical as students face unpredictable learning opportunities in clinical settings. However, professional development focuses on lapses, remediation and knowledge retention rather than its practice. To nurture professional and humanistic physicians, this study explores how medical students perceive learning professionalism in clinical settings. Methods: This is a qualitative phenomenology study involving medical students in clinical rotations at the Faculty of Medicine Universitas Indonesia. Respondents were chosen through a purposive sampling method that considered their gender and clinical years. Data were collected through focus group discussions (FGDs) and thematic analysis was used. Results: Three FGDs were conducted with 31 clinical students. Learning professionalism in clinical settings presents challenges, including the hidden curriculum (HC), limited exposure to patients and the clinical learning environment because of the social restrictions caused by the COVID-19 pandemic. The tailored strategy to learn professionalism in the clinical learning environment was more teacher-driven, including role modelling, debriefing, providing feedback and teaching context-specific knowledge on professionalism, followed by patient interactions. Conclusion: The significance of students’ interactions with the clinical learning environment, especially with patients and clinical teachers as role models, is the key to learning professionalism in clinical settings. This finding is an important takeaway in curriculum design for professionalism.
“…Most scholars believe that the cultivation of professional identity does not only derive from organizational behavior and individual thoughts, but it is largely initially formed during the stages of education and learning. Therefore, efforts to enhance and cultivate professional identity should commence from educational institutions [33].…”
Introduction: The high turnover intentions among family doctos (FDs) in China have impacted the stability of teams and the quality of healthcare services in community health centers (CHCs). The factors influencing FDs' turnover intentions include not only individual characteristics but also organizational environmental factors within CHCs. This study aims to explore the mechanism of the impact of FDs' professional identification and organizational incentives on their turnover intentions. Methods: This study selected 3 397 FDs from 102 CHCs in six districts of Beijing as the research subjects. Multiple scales were used to quantify FDs' professional identity, turnover intention, and organizational incentives. A Hierarchical Linear Model (HLM) was employed to investigate the effects of organizational-level and individual-level factors on turnover intentions and to analyze the interaction between individuals and organizations. Results: The study found that FDs' professional identification has a significant negative impact on turnover intentions (Beta=-0.245, P < 0.001). The level of organizational incentives in CHCs had a significant negative impact on turnover intentions (Beta=-0.175, P < 0.001), and the level of organizational incentives played a significant negative moderating role in the process of individual professional identification influencing turnover intentions (Beta = 0.004, P < 0.05). Conclusions: Enhancing FDs' professional identity can lower their turnover intention, and the impact of personal identity on turnover intention diminishes in institutions with strong organizational incentives. During the training stage of FDs, it is essential to foster a strong personal professional identity value the role of organizational incentives, and optimize the overall organizational environment.
“…Professional identity formation has become the focus of a diverse range of fields, including medical education [ 26 ]. Among health care professionals, studies have shown that the development of a shared core value set can have substantial benefits, including improving the well-being and resilience of physicians [ 27 ].…”
Background
The key to the digital leveling-up strategy of the National Health Service is the development of a digitally proficient leadership. The National Health Service Digital Academy (NHSDA) Digital Health Leadership program was designed to support emerging digital leaders to acquire the necessary skills to facilitate transformation. This study examined the influence of the program on professional identity formation as a means of creating a more proficient digital health leadership.
Objective
This study aims to examine the impact of the NHSDA program on participants’ perceptions of themselves as digital health leaders.
Methods
We recruited 41 participants from 2 cohorts of the 2-year NHSDA program in this mixed methods study, all of whom had completed it >6 months before the study. The participants were initially invited to complete a web-based scoping questionnaire. This involved both quantitative and qualitative responses to prompts. Frequencies of responses were aggregated, while free-text comments from the questionnaire were analyzed inductively. The content of the 30 highest-scoring dissertations was also reviewed by 2 independent authors. A total of 14 semistructured interviews were then conducted with a subset of the cohort. These focused on individuals’ perceptions of digital leadership and the influence of the course on the attainment of skills. In total, 3 in-depth focus groups were then conducted with participants to examine shared perceptions of professional identity as digital health leaders. The transcripts from the interviews and focus groups were aligned with a previously published examination of leadership as a framework.
Results
Of the 41 participants, 42% (17/41) were in clinical roles, 34% (14/41) were in program delivery or management roles, 20% (8/41) were in data science roles, and 5% (2/41) were in “other” roles. Interviews and focus groups highlighted that the course influenced 8 domains of professional identity: commitment to the profession, critical thinking, goal orientation, mentoring, perception of the profession, socialization, reflection, and self-efficacy. The dissertation of the practice model, in which candidates undertake digital projects within their organizations supported by faculty, largely impacted metacognitive skill acquisition and goal orientation. However, the program also affected participants’ values and direction within the wider digital health community. According to the questionnaire, after graduation, 59% (24/41) of the participants changed roles in search of more prominence within digital leadership, with 46% (11/24) reporting that the course was a strong determinant of this change.
Conclusions
A digital leadership course aimed at providing attendees with the necessary attributes to guide transformation can have a significant impact on professional identity formation. This can create a sense of belonging to a wider health leadership structure and facilitate the attainment of organizational and national digital targets. This effect is diminished by a lack of locoregional support for professional development.
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