Supporting the development of a professional identity: General principles

Cruess, Sylvia R.; Cruess, Richard L.; Steinert, Yvonne

doi:10.1080/0142159x.2018.1536260

Cited by 257 publications

(321 citation statements)

References 63 publications

Supporting

Mentioning

289

Contrasting

Unclassified

Order By: Relevance

“…Recently, general principles were described to support identity formation as an educational objective in medical education, including "providing faculty development, establishing and transmitting the cognitive base of knowledge of the subject, engaging students in the development of their own identity, providing a welcoming community, and assisting students as they follow the progress of their own identity development." 41 Our results support these principles, and we propose to add a further one: reconsidering curricular structures to create clearly defined stages as to support professional identity formation.…”

Section: Discussionsupporting

confidence: 75%

Social Identification with the Medical Profession in the Transition from Student to Practitioner

Broek

Querido

Wijnen-Meijer

et al. 2020

Teaching and Learning in Medicine

View full text Add to dashboard Cite

Phenomenon: This study explores professional identity formation during a final year of medical school designed to ease the transition from student to practitioner. Although still part of the undergraduate curriculum, this "transitional year" gives trainees more clinical responsibilities than in earlier rotations. Trainees are no longer regarded as regular clerks but work in a unique position as "semi-physicians," performing similar tasks as a junior resident during extended rotations. Approach: We analyzed transcripts from interviews with 21 transitional-year medical trainees at University Medical Center Utrecht about workplace experiences that affect the development of professional identity. We used Social Identity Approach as a lens for analysis. This is a theoretical approach from social psychology that explores how group memberships constitute an important component of individual selfconcepts in a process called 'social identification.' The transcripts were analyzed using thematic analysis, with a focus on how three dimensions of social identification with the professional group emerge in the context of a transitional year: cognitive centrality (the prominence of the group for self-definition), in-group affect (positivity of feelings associated with group membership) and in-group ties (perception of fit and ties with group members). Findings: Students were very aware of being a practitioner versus a student in the position of semi-physician and performing tasks successfully (i.e., cognitive centrality). Students experienced more continuity in patient care in transitional-year rotations than in previous clerkships and felt increased clinical responsibility. As a semi-physician they felt they could make a significant contribution to patient care. Students experienced a sense of pride and purpose when being more central to their patients' care (i.e., in-group affect). Finally, in extended rotations, the trainees became integrated into daily social routines with colleagues, and they had close contact with their supervisors who could confirm their fit with the group, giving them a sense of belonging (i.e., in-group ties). Insights: Using the threedimension model of social identification revealed how students come to identify with the social group of practitioners in the context of a transitional year with extended rotations, increased clinical responsibilities, and being in the position of a "semi-physician." These findings shed light on the identity transition from student to practitioner within such a curricular structure. KEYWORDS professional identity formation; transitions in training continuum; undergraduate medical education TEACHING AND LEARNING IN MEDICINE https://doi.

show abstract

Section: Discussionsupporting

confidence: 75%

Social Identification with the Medical Profession in the Transition from Student to Practitioner

Broek

Querido

Wijnen-Meijer

et al. 2020

Teaching and Learning in Medicine

View full text Add to dashboard Cite

show abstract

“…Jarvis-Selinger et al define professional identity formation as 'An adaptive developmental process that happens simultaneously at two levels: 1) at the level of the individual, which involves the psychological development of the person and 2) at the collective level, which involves the socialization of the person into appropriate roles and forms of participation in the community's work' (45). Professional identity formation is now viewed as an educational objective of medical education (46,47). The third and fourth themes identified in this study, physician-patient relationship and learner perception of self, capture key elements of this developmental process.…”

Section: Discussionmentioning

confidence: 91%

“It Is This Very Knowledge That Makes Us Doctors”: An Applied Thematic Analysis of How Medical Students Perceive the Relevance of Biomedical Science Knowledge to Clinical Medicine

Dickinson

Gibson

VanDerKolk

et al. 2020

Preprint

View full text Add to dashboard Cite

Background Intensive study of the biomedical sciences remains a core component of undergraduate medical education with medical students often completing up to two years of biomedical science training prior to entering clerkships. While it is generally accepted that biomedical science knowledge is essential for clinical practice because it forms the basis of clinical reasoning and decision-making, whether medical students perceive an expanded role for their biomedical science knowledge remains to be examined. Methods We conducted a qualitative research study to explore how medical students in the first clerkship year perceived the relevance of biomedical science knowledge to clinical medicine during this pivotal time as they begin their transition from students to physicians. To identify previously unidentified perspectives and insights, we asked students to write brief essays in response to the prompt: How is biomedical science knowledge relevant to clinical medicine? An applied thematic analysis of students’ essays revealed ten codes from which four themes emerged. Results Analysis of students’ essays revealed novel perspectives previously unidentified by survey studies and focus groups. Specifically, students perceived their biomedical science knowledge as contributory to the development of adaptive expertise and professional identity formation, both viewed as essential developmental milestones for medical students. Conclusions The results of this study have important implications for ongoing curricular reform efforts to improve the structure, content, delivery, and assessment of the undergraduate medical curriculum. Identifying the explicit and tacit elements of the formal, informal, and hidden curriculum that enable biomedical science knowledge to contribute to the development of adaptive expertise and professional identity formation will enable the purposeful design

show abstract

“…Role model learning is based on observing the interactions between clinical instructors and patient care, and it is a central process for developing professional identity among medical students [26]. It establishes an effective link between individuals and the medical system and strengthens the individual's knowledge about behavioral norms and attitudes towards medical professionalism through the process of guided reflection.…”

Section: Discussionmentioning

confidence: 99%

Learning medical professionalism – the application of appreciative inquiry and social media

Hsieh

Kuo

Wang

2019

Medical Education Online

View full text Add to dashboard Cite

Background: Medical professionalism is often considered difficult to be clearly observed and learned. However, although most medical students or residents affirm the necessity of medical professionalism courses, few agree that those currently offered are adequate for a medical career. Objective: To develop a curriculum for teaching professionalism by enabling students to share positive examples of professionalism in social media that reflects the authentic experience in clinical environment. Design: Between October 2015 and June 2017, the authors developed a clerkship program to teach professionalism with the support of social media and appreciative inquiry. Medical students were required to write posts on the positive behaviors they observed during clinical practice in the Facebook group. Other students and course instructors commented or responded to the posted content. The content on Facebook analyzed by course instructors and was based on the definition of medical professionalism according to the 18 attributes proposed by Cruess et al. Results:In total, 103 medical students in their first clinical year participated and posted 435 records of role model learning in the Facebook group. The majority of students learned the most when the clinical instructors were passionate about their teaching and guidance in medical expertise; this accounted for 23.0% of all role model behaviors. Other attributes of professionalism that students appreciated most were being caring and compassionate (17.2%), competence (9.6%), openness (8.8%), and presence (7.7%). More than 90% of the students reported enjoying this type of course and would like to integrate their learning experiences into future behavior. Conclusions: This innovative training program was well accepted in the formal curriculum and the predesigned social media environment. Appreciative inquiry for medical professionalism should be integrated into the organizational culture and the culture of social media interaction. ARTICLE HISTORY

show abstract

Supporting the development of a professional identity: General principles

Cited by 257 publications

References 63 publications

Social Identification with the Medical Profession in the Transition from Student to Practitioner

Social Identification with the Medical Profession in the Transition from Student to Practitioner

“It Is This Very Knowledge That Makes Us Doctors”: An Applied Thematic Analysis of How Medical Students Perceive the Relevance of Biomedical Science Knowledge to Clinical Medicine

Learning medical professionalism – the application of appreciative inquiry and social media

Contact Info

Product

Resources

About