Professional Identity in Medical Students: Pedagogical Challenges to Medical Education

Abstract

Background: Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. Summary: This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Conclusions: Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.

A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents

“…An important aspect of full participation, according to these authors, is the acquisition of the identity associated with the community. 9,12, 16,18,20,22 In Figure 2, we have grouped these influences together in the center box, both because of their importance and because they shape professional identity through complex conscious and unconscious processes that can lead to both explicit and tacit knowledge. 9 The movement from peripheral participation to the center occurs in stages, proceeding from observation to imitation, then to carrying out uncomplicated tasks, culminating in more complex activities.…”

Challenges and Potential Solutions to Educating Learners About Pediatric Complex Care

“…[23][24][25] Findings also indicate the need to reframe the way physicians perceive their professional identity, especially in their care of CMC. [26][27][28][29][30][31] In the context of complex care, physicians may not be bestowed with the traditional authority or trust from patients to make medical decisions without direct collaboration with family members and other members of the health care team. Although the notion of the authoritative physician is seeing a major transformation toward a patient-centered, collaborative and team-based approach, 32 the findings from this study reveal that learners may not be prepared to function in this role.…”

Professional Identity at Los Angeles College of Chiropractic

“…Professional identity is a person’s self-concept—or how a person thinks of himself or herself—as a professional, based on attributes, beliefs, values, motives, and experiences 1 . Professional identity is formed through a process of professional socialization, which occurs through anticipatory socialization, such as public perceptions of a particular professional role and career selection, as well as experiences in the professional education program, or professional role learning, and continues into professional practice 1 .…”

“…Professional identity is formed through a process of professional socialization, which occurs through anticipatory socialization, such as public perceptions of a particular professional role and career selection, as well as experiences in the professional education program, or professional role learning, and continues into professional practice 1 . Professional identity is linked to career success, psychological health, and social adjustment and is particularly important in health care professions, where it has been cited as “the backbone of medical education.” 1 …”