The construction of professional identity by physiotherapists: a qualitative study

Hammond, Ralph; Cross, Vinette; Moore, Ann

doi:10.1016/j.physio.2015.04.002

Cited by 53 publications

(43 citation statements)

References 23 publications

(25 reference statements)

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“…As described in Blackstock et al forthcoming), maximising patient care outcomes was a focus of the clinicians; their teaching was less focused on the individual learners and their developing capabilities. This philosophy is understandable, for a clinician's professional identity is shaped by the entanglements they experience in work practice situations (Goldie 2012, Hammond, Cross, andMoore 2016). While the clinicians had past experience supervising students in clinical situations (i.e.…”

Section: Discussion and Practice Implicationsmentioning

confidence: 99%

"Being Absorbed in That Environment…It’s Just So Beneficial” – The Experiences of Physiotherapy Students in a Situated Learning Pilot Study

et al. 2017

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In this article, we aim to add to the existing literature on practice-based education. First, we will present a form of situated learning, which involved piloting a new teaching and learning relationship between the university and healthcare setting. Second, we will examine how students made sense of this perspective of practice. Using a phenomenologically oriented approach, this pilot study explored the experiences of entry-level physiotherapy students learning in a classroom environment, facilitated by clinicians, and located on a healthcare partner's site. Twenty students completed two concurrent, theoretically oriented subjects that did not involve traditional clinical practicum experience. Two individual semi-structured interviews were conducted with students. Data was thematically analysed using an inductive approach. Three inter-related themes emerged. First, meaning-making is enhanced by the relevance and authenticity afforded by immersion in a practice-oriented classroom environment where clinicians facilitate learning. Second, learning from those 'in practice' challenges students' professional and academic accountability. Finally, new educational infrastructures influenced students' agency in unanticipated ways. This work highlights that students valued contextual learning. While meaningmaking was enhanced by the development of key new relationships with others and the environment, these relationships also influenced student agency. Recommendations for health professional curricula are discussed, and include: capitalising on learning with peers, bringing the hidden curriculum into view, and creating opportunities for students to navigate uncertainty and change.

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Section: Discussion and Practice Implicationsmentioning

confidence: 99%

"Being Absorbed in That Environment…It’s Just So Beneficial” – The Experiences of Physiotherapy Students in a Situated Learning Pilot Study

et al. 2017

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“…16,[21][22][23] This can be defined as follows: "the moral and professional development of students, the integration of their individual maturation with growth in clinical competency and their ability to stay true to values which are both personal and core values to the profession". 16 This theme of professional identity formation has become an emerging issue in healthcare disciplines such as physiotherapy, 24 nursing, 25 medicine 26,27 and pharmacy 28 to name a few. Less research has been conducted on the professional identity of dentists, with the exception of the early work of Sherlock and Morris, 29 Eli and Shuval 30 and Eli 31 and some work on the identity formation of dental hygienists.…”

Section: Te Aching Profe Ss Ionalis M and White Coat Ceremonie S: Amentioning

confidence: 99%

Developing a Dental Scrubs Ceremony to define professional identity and teach professionalism to dental undergraduates; lessons learned

Neville

McNally

Waylen

2018

Eur J Dental Education

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Introduction The UK General Dental Council stipulates that professionalism is a key aspect of the teaching and training of dental students. However, dental educators highlight that teaching dental student's professionalism can be challenging and students often rate this teaching activity negatively. This article documents a teaching initiative at one UK Dental School that aimed to strengthen the professionalism curriculum by introducing a Dental Scrubs Ceremony for second‐year students. Materials and method The Dental Scrubs Ceremony is inspired by the White Coat Ceremonies that medical students have in universities in North America. It marks the students’ first step in their professional and clinical development, with the signing of a pledge of conduct and public presentation of dental scrubs to each student. We report student feedback questionnaire data over a three‐year period together with reflections on the merits and limitations of this alternative approach to teaching professionalism. Results Student evaluation data show that the perceived usefulness and worthwhileness of a Dental Scrubs Ceremony have grown since its inception in 2015. Most students enjoyed the symbolism of the ceremony, receiving their dental scrubs in a formal event. However, there was mixed evaluation for its effectiveness to teach professionalism. Conclusion A Dental Scrubs Ceremony is a useful addition to the formal curriculum of professionalism in a dental school. It provides dental students with an opportunity to be inducted into the dental profession as novice dental students starting out on their professional career.

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“…Many systematic researchers have posed this question, when realising that too frequently reports fail to articulate clearly what was undertaken. Miguel Benito García and colleagues (García et al, ) addresses this weakness in their paper using the ICF to articulate a rehabilitation programme that uses the Bobath concept, demonstrating that while all the answers may yet not exist, we can go some way to better understating our experiences if we can take a systematic approach to our work.…”

Section: Help To Use the International Classification Of Functioningmentioning

confidence: 99%

“…Identities are not static and in an age of accountability, professionals are being challenged to demonstrate how their professionalism, actions and behaviours live up to their espoused values. Rather than being set in stone professional identity is an ongoing and dynamic process; physical therapists make sense and (re) interpret their professional self‐concept based on ever‐evolving attributes, beliefs, values, motives and experiences (Hammond et al ., ).…”

mentioning

confidence: 99%

Profession's Identity Challenged by the Language it Uses

Hammond

Anttila

2015

Physiotherapy Res Intl

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The construction of professional identity by physiotherapists: a qualitative study

Cited by 53 publications

References 23 publications

"Being Absorbed in That Environment…It’s Just So Beneficial” – The Experiences of Physiotherapy Students in a Situated Learning Pilot Study

"Being Absorbed in That Environment…It’s Just So Beneficial” – The Experiences of Physiotherapy Students in a Situated Learning Pilot Study

Developing a Dental Scrubs Ceremony to define professional identity and teach professionalism to dental undergraduates; lessons learned

Profession's Identity Challenged by the Language it Uses

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