The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

Toh, Rachelle Qi En; Koh, Kai Kee; Lua, Jun Kiat; Wong, Ruth; Quah, Elaine Li Ying; Panda, Aiswarya; Ho, Chong Yao; Lim, Nicole-Ann; Ong, Yun Ting; Chua, Keith Zi Yuan; Ng, Victoria Wen Wei; Wong, Sabine Lauren Chyi Hui; Yeo, Luke Yu Xuan; See, Sin Yee; Teo, Jolene Jing Yin; Renganathan, Yaazhini; Chin, Annelissa; Krishna, Lalit Kumar Radha

doi:10.1186/s12909-022-03589-z

Cited by 26 publications

(37 citation statements)

References 168 publications

(218 reference statements)

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“…We believe that the findings of the RToP-MD tool 203 will help direct a holistic, appropriate, accessible, personalised, longitudinal and timely support to physicians from members of a multidisciplinary mentoring, 204 supervision 205 and or coaching team which would also include a psychologist and or counsellor. 206 …”

Section: Discussionmentioning

confidence: 99%

Systematic scoping review on moral distress among physicians

et al. 2022

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BackgroundConcepts of moral distress (MD) among physicians have evolved and extend beyond the notion of psychological distress caused by being in a situation in which one is constrained from acting on what one knows to be right. With many accounts involving complex personal, professional, legal, ethical and moral issues, we propose a review of current understanding of MD among physicians.MethodsA systematic evidence-based approach guided systematic scoping review is proposed to map the current concepts of MD among physicians published in PubMed, Embase, PsycINFO, Web of Science, SCOPUS, ERIC and Google Scholar databases. Concurrent and independent thematic and direct content analysis (split approach) was conducted on included articles to enhance the reliability and transparency of the process. The themes and categories identified were combined using the jigsaw perspective to create domains that form the framework of the discussion that follows.ResultsA total of 30 156 abstracts were identified, 2473 full-text articles were reviewed and 128 articles were included. The five domains identified were as follows: (1) current concepts, (2) risk factors, (3) impact, (4) tools and (5) interventions.ConclusionsInitial reviews suggest that MD involves conflicts within a physician’s personal beliefs, values and principles (personal constructs) caused by personal, ethical, moral, contextual, professional and sociocultural factors. How these experiences are processed and reflected on and then integrated into the physician’s personal constructs impacts their self-concepts of personhood and identity and can result in MD. The ring theory of personhood facilitates an appreciation of how new experiences create dissonance and resonance within personal constructs. These insights allow the forwarding of a new broader concept of MD and a personalised approach to assessing and treating MD. While further studies are required to test these findings, they offer a personalised means of supporting a physician’s MD and preventing burn-out.

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Section: Discussionmentioning

confidence: 99%

Systematic scoping review on moral distress among physicians

et al. 2022

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“…To begin, the Krishna Model of Reflective Writing (Fig. 3 ) builds on the Krishna-Pisupati Model [ 10 ] used to describe evaluations of professional identity formation (PIF) [ 8 , 10 , 24 , 251 ]. Evidenced in studies of how physicians cope with death and dying patients, moral distress and dignity-centered care [ 46 , 54 ], the Krishna-Pisupati Model suggests that the physician’s belief system is informed by their self-concepts of personhood and identity.…”

Section: Discussionmentioning

confidence: 99%

“…To synthesise a coherent narrative from the multiple accounts of reflective writing, we adopt Krishna’s Systematic Evidence-Based Approach (SEBA) [ 10 , 15 , 21 , 46 – 53 ]. A SEBA-guided Systematic Scoping Review (SSR in SEBA) [ 13 – 24 , 50 , 53 – 55 ] facilitates reproducible, accountable and transparent analysis of patterns, relationships and disagreements from multiple angles [ 56 ].…”

Section: Methodsmentioning

confidence: 99%

“…This posit not only ties reflective practice to the shaping of the physician’s moral and ethical compass but also offers evidence of it's role in their professional identity formation (PIF) [ 8 , 12 – 23 ]. With PIF [ 8 , 24 ] occupying a central role in medical education, these ties underscore the critical importance placed on integrating reflective practice in medical training.…”

Section: Introductionmentioning

confidence: 99%

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A systematic scoping review of reflective writing in medical education

Lim

Ong

et al. 2023

BMC Med Educ

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Background Reflective writing (RW) allows physicians to step back, review their thoughts, goals and actions and recognise how their perspectives, motives and emotions impact their conduct. RW also helps physicians consolidate their learning and boosts their professional and personal development. In the absence of a consistent approach and amidst growing threats to RW’s place in medical training, a review of theories of RW in medical education and a review to map regnant practices, programs and assessment methods are proposed. Methods A Systematic Evidence-Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure the two concurrent reviews. Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2022 in PubMed, Embase, PsychINFO, CINAHL, ERIC, ASSIA, Scopus, Google Scholar, OpenGrey, GreyLit and ProQuest. The Split Approach saw the included articles analysed separately using thematic and content analysis. Like pieces of a jigsaw puzzle, the Jigsaw Perspective combined the themes and categories identified from both reviews. The Funnelling Process saw the themes/categories created compared with the tabulated summaries. The final domains which emerged structured the discussion that followed. Results A total of 33,076 abstracts were reviewed, 1826 full-text articles were appraised and 199 articles were included and analysed. The domains identified were theories and models, current methods, benefits and shortcomings, and recommendations. Conclusions This SSR in SEBA suggests that a structured approach to RW shapes the physician’s belief system, guides their practice and nurtures their professional identity formation. In advancing a theoretical concept of RW, this SSR in SEBA proffers new insight into the process of RW, and the need for longitudinal, personalised feedback and support.

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“…The fact that graduates demanded supervision and mentorship from competent personnel implies that a partnership between trainees and clinical supervisors needs to be strengthened. Students can benefit from positive reinforcement of their efforts by the supervisors when they work as partners [27,28]. In the Tanzanian context, supervision of students from the clinical instructors may significantly improve the quality of clinical training because of the opportunity to focus on the needed competencies as well as balancing the human resource efforts.…”

Section: Discussionmentioning

confidence: 99%

Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania

et al. 2022

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Background Health professions training in Tanzania has gradually adopted the competency-based curricula (CBC) approach that focuses on learners’ acquisition of competencies in knowledge skills and aptitude. Feedback from the graduates is crucial for improving CBC implementation and review to ensure that graduates acquire clinical competencies and thus improve patient care. Objectives To explore the teaching–learning experiences of medical and nursing graduates during their internship and their supervisors in three teaching hospitals. Methods Exploratory qualitative data from in-depth interviews and focus group discussions were analysed using a content analysis framework. Medical and nursing graduates who were in an internship program in three teaching hospitals in Tanzania were conveniently recruited based on their availability during the data collection period. Results The use of clinical logbooks, guidelines and protocols, bedside teaching, mentorship, and supervision were important for the acquisition of clinical competencies. Graduates demonstrated inadequate clinical competency including confidence, commitment, and professionalism because of a lack of clear clinical guidelines and protocols, inadequate bedside teaching including supervision by faculty and ineffective communication and feedback. Conclusions Clinical teaching–learning tools and approaches facilitate students’ acquisition of clinical competencies. However, inadequate use of guidelines and protocols, bedside teaching, clinical supervision and effective communication was observed. Use of these clinical teaching approaches should be emphasized for students’ clinical competency acquisition.

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The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review

Cited by 26 publications

References 168 publications

Systematic scoping review on moral distress among physicians

Systematic scoping review on moral distress among physicians

A systematic scoping review of reflective writing in medical education

Experiences of clinical teaching-learning among medical and nursing graduates during internship and their supervisors in Tanzania

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