Using a time out: Reimagining professional identity formation after the pandemic

Stetson, Geoffrey V; Dhaliwal, Gurpreet

doi:10.1111/medu.14386

Cited by 15 publications

(10 citation statements)

References 24 publications

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“…A sense of belongingness and the development of a professional identity may very well depend on emotional and social dimensions of learning. 6 In such situations, students need to be given opportunities not only to take part in professional communities, to observe and imitate role models and to 'act' as future professionals, 7 but also to grab a cup of coffee and blow off some steam after a heavy lecture. As we move towards post-pandemic learning environments, one of the challenges ahead lies in identifying ways of interacting on campus, as well as in blended learning contexts.…”

Section: A Sense Of Belongingness and The Development Of A Professional Identity May Very Well Depend On Emotional And Social Dimensions mentioning

confidence: 99%

Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments

2021

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Section: A Sense Of Belongingness and The Development Of A Professional Identity May Very Well Depend On Emotional And Social Dimensions mentioning

confidence: 99%

Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments

2021

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“…29 The emphasis on progression towards professional identity through supported engagement in practice-based tasks reflects the CIHC framework's emphasis on the development of requisite knowledge, skills and attitudes for IPC. [30][31][32] Therefore, the ExBL model can explain how learners progress within the unique context of virtual IPE towards competent interprofessional practice, as defined by the CIHC framework. 21,29 We therefore considered that a synthesis of these two frameworks might help create new understandings when applied to virtual IPE.…”

Section: Introductionmentioning

confidence: 99%

Building a theoretical model for virtual interprofessional education

et al. 2022

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Background: Virtual interprofessional education (IPE) has emerged as a promising alternative to traditional in-person IPE. However, theoretical frameworks to support virtual interprofessional learning are not well established. Two theoretical frameworks emerged as relevant to virtual IPE: (1) the Canadian Interprofessional Health Collaborative (CIHC) interprofessional learning framework and (2) Dornan's Experience-Based Learning Model (ExBL) of workplace learning. In this study, we sought to explore virtual IPE using both frameworks to develop new theoretical understandings and identify assumptions, gaps and barriers.Methods: This was a qualitative study. Semi-structured interviews were conducted with medical and nursing student participants (n = 14) and facilitators (n = 3) from virtual IPE workshops. Transcripts were analysed using directed content analysis methodology, informed by the CIHC and ExBL frameworks. Themes were explored using mind-mapping transitional coding. Data collection and analysis were continued iteratively until themes with adequate conceptual depth, relevance and plausibility were identified.Results: Three themes were identified: (1) a shift in the balance of personal and professional, (2) blunted sociologic fidelity and (3) uncertainty and threats to interpersonal connections. Professional distinctions and hierarchies are blurred virtually. This contributed to an increased sense of psychological safety among most learners and lowered the threshold for participation. Separation from workplace sociologic complexity facilitated communication and role clarification objectives. However, loss of immersion may limit deeper engagement. Interprofessional objectives that rely on deeper sociological fidelity, such as conflict resolution, may be threatened. Informal interactions between learners are hindered, which may threaten organic development of interprofessional relationships.Conclusions: Role clarification and communication objectives are preserved in virtual IPE. Educators should pay close attention to psychological safety and sociologic fidelity-both to leverage advantages and guard against threats to connection and transferability. Virtual IPE may be well suited as a primer to in-person activities or as scaffolding towards interprofessional workplace practice.

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“…Whilst some final year students graduated early [2] to assist in the pandemic, clinical exposure for junior students was suspended for longer durations of time and much teaching was moved online [3]. Several authors have speculated about the negative impact of the disruption and adaptations resulting from COVID-19 on medical students' professional identity development [4][5][6][7]. However, little empirical, in-depth qualitative study has been reported that investigates the impact of the pandemic on students' professional identities.…”

Section: Introductionmentioning

confidence: 99%

Identity Development in Disorientating Times: the Experiences of Medical Students During COVID-19

Brown

Lim²,

Horsburgh³

et al. 2022

Med.Sci.Educ.

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Introduction Professional identity development is a central aim of medical education, which has been disrupted during COVID-19. Yet, no research has qualitatively explored COVID-19’s impact across institutions or countries on medical students’ identities. Kegan proposes a cognitive model of identity development, where ‘disorientating dilemmas’ prompt student development. Given the potential of COVID-related disruption to generate disorientating dilemmas, the authors investigated the ways in which COVID-19 influenced students’ identity development. Methods The authors conducted an international qualitative study with second year medical students from Imperial College London, and third year students from Melbourne Medical School. Six focus groups occurred 2020–2021, with three to six students per group. Authors analysed data using reflexive thematic analysis, applying Kegan’s model as a sensitising theoretical lens. Results COVID-19 has resulted in a loss of clinical exposure, loss of professional relationships, and a shift in public perception of physicians. Loss of exposure to clinical practice removed the external validation from patients and seniors many students depended on for identity development. Students’ experiences encouraged them to assume the responsibilities of the profession and the communities they served, in the face of conflicting demands and risk. Acknowledging and actioning this responsibility facilitated identity development as a socially responsible advocate. Conclusions Educators should consider adapting medical education to support students through Kegan’s stages of development. Measures to foster relationships between students, patients, and staff are likely necessary. Formal curricula provisions, such as spaces for reflection and opportunities for social responsibility, may aid students in resolving the conflict many have recently experienced.

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Using a time out: Reimagining professional identity formation after the pandemic

Cited by 15 publications

References 24 publications

Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments

Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments

Building a theoretical model for virtual interprofessional education

Identity Development in Disorientating Times: the Experiences of Medical Students During COVID-19

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