Clinical teachers’ professional identity formation: an exploratory study using the 4S transition framework

Abstract

Objectives:The aim of this study was to explore factors that may influence the formation of professional identity in clinical teachers, specifically during the transition period from practitioner to teacher. Methods: This was a descriptive qualitative study. We used Schlossberg's 4S framework to explore influential factors comprised of the following: situation, self, support, and strategies. This study was conducted in teaching hospitals of a relatively new private medical school in Bali, a province in Indonesia. The participants were 30 clinical teachers who were selected using a maximum variation sampling strategy based on length of work experience, gender, specific educational roles as coordinators, and clinical specialty. Data were derived from three focus-group discussions and 13 indepth interviews. A thematic analysis method was used to analyse the data. Results: The thematic analysis revealed that 12 subthemes related to the 4S framework influenced the development of clinical teachers' identity. It was also shown that reflective ability and community of practice, which was included in the self and strategy factors, respectively, were the two most important factors during the transition period in the development of professional identity. Conclusions: Factors, both within and outside the self, can either support or hinder the formation of professional identity in clinical teachers. We suggest that when faculty development programs are designed, these factors should be incorporated, such as including a community of practice as part of the formal faculty development programs and the development of a teaching portfolio that nurtures reflective practice.

Professional Identity Formation of Medical Educators

“…have identified 12 subthemes influencing the development of PIF in clinical teachers, which included self-efficacy, motivation, teaching impact, institutional support, peer support, students’ participation in learning, and teacher training. [ 14 ] The themes and subthemes generated in the current study are very much in agreement with the subthemes generated in the study conducted by Sueningrum et al .…”

Transition theory and the emotional journey to medical educator identity: A qualitative interview study

“…35,36 However, it has since been shown to have wider applications, including clinical practice, social work, occupational therapy, leadership, education and career development. 37 Adopting a midrange theoretical approach 31 focusing on the practical application of the ideas rather than the philosophical aspects, recent research into transition theory has shown that it can be usefully applied to the study of the process in which healthcare educators move from a primary professional identity (such as nurse, dentist or doctor) to a new, integrated identity where the educator and clinical/academic identities are held in satisfactory equipoise. 11,38,39 The process of moving from primary professional identity, through a series of changes, towards a more stable integrated self-identity may not be linear or involve significant stress to the individual; and it is certainly not permanent, 40 but it does involve a temporal progression against which healthcare educator career trajectories can be theorised.…”

“…Transition theory emerged in the 1970s as a new conceptual field that attempted to integrate, explore and develop previous approaches to understanding and assisting psychosocial adjustment to grief and loss 35,36 . However, it has since been shown to have wider applications, including clinical practice, social work, occupational therapy, leadership, education and career development 37 . Adopting a mid‐range theoretical approach 31 focusing on the practical application of the ideas rather than the philosophical aspects, recent research into transition theory has shown that it can be usefully applied to the study of the process in which healthcare educators move from a primary professional identity (such as nurse, dentist or doctor) to a new, integrated identity where the educator and clinical/academic identities are held in satisfactory equipoise 11,38,39 .…”

Identity Transition of English Pre Service Teachers Studying at Teacher Profession Education Program

“…The study suggests that this identity shift is a dynamic process influenced by personal beliefs, prior learning experiences, teaching practice, and the institutional exam-oriented culture. Furthermore, another which adapted the same 4S transition framework investigated the factors influencing the formation of professional identity in clinical teachers during the transition from practitioner to teacher (Caza & Creary, 2016;Sueningrum et al, 2022). The study found that situation, self, support, and strategies were influential.…”