Transitioning from professional to interprofessional identity

Ganotice, Fraide A.

doi:10.1111/medu.15191

Cited by 3 publications

(1 citation statement)

References 39 publications

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“…Hence, promotion of a post-humanism view, which considers students within a learning ecology, in contrast to prevailing transactional competitive individualism is encouraged [ 6 ]. Integration between internal and external influences has been related to professional identity formation via social cognitive theory [ 54 ]. Co-created bidirectional learning relationships and new networks are waiting to be utilised by medical educators, to encourage all students to integrate, and hence foster a learning ecology where everyone can ‘ be’ and participate meaningfully.…”

Section: Discussionmentioning

confidence: 99%

From corners to community: exploring medical students’ sense of belonging through co-creation in clinical learning

Rae,

Smith,

Hopkins

et al. 2024

BMC Med Educ

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Background Belonging is critical for the development and wellbeing of medical students. Belonging, particularly within a ‘relational being’ paradigm, presents a significant challenge for students, especially within clinical learning environments. Co-creation is a learning relationship in which students are actively involved in the education process. It is inherently relational and promotes belonging within higher education environments. Little is known about utilising co-creation in the curriculum, within medical education. The aim of this study was to explore medical students’ experience of co-creation of learning resources within the clinical learning environment. Methods Following ethical approval, medical students were invited to become co-creators of a learning bulletin resource, within the paediatric acute receiving unit, at a paediatric teaching hospital. Interpretative phenomenological analysis (IPA) was used to enable an in-depth exploration of how medical students experienced co-creation within the clinical learning environment. Medical students participated in semi-structured interviews about their experience, which were transcribed verbatim and analysed using IPA. The analysis integrated individual lived experiences into an analytic summary. Results Nine medical students participated. Three group experiential themes were identified: identity maturation; learning community and workplace integration. The support found within this co-created learning community, along with maturation of their identity, allowed the participants to experience a challenge to their existing worldview. This shift in perspective resulted in them responding and behaving in the workplace in new ways, which enabled them to belong as themselves in the clinical learning environment. These findings were situated within the developmental concept of self-authorship, as well as contributing to a new understanding of how co-creation promoted social integration. Conclusions Co-creation enabled students to learn in a meaningful way. The relational power of co-creation, can be harnessed to deliver participatory learning experiences, within our increasingly complex healthcare environment, to support the learning, development and integration of doctors of the future.

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Section: Discussionmentioning

confidence: 99%