Dermatology residents as educators: A qualitative study of identity formation

Abstract

Background One of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions related to their roles as educators, their behaviors, and how this ultimately influences the educational environment. It is the aim of this study to investigate educator identity formation of dermatology residents while early in their careers. Methods Drawing on a social constructionist paradigm, we examined longitudinal data over a 12-month period using dermatology residents' written reflections from their professional portfolios and semi-structured interviews. We collected this data as we progressed through and beyond a 4-month professional development program designed to encourage residents’ growth as educators. Residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia took part in this study. Qualitative data were analyzed using a thematic analysis approach. Results 60 written reflections and 20 semi-structured interviews were analyzed. The data is categorized into content themes and process-themes. Content themes included definition of education, the process of education, and professional development. Process-themes included the various identities being formed. Participants defined education as an individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described new found leadership ambitions of creating new dermatology fellowship programs as a result of taking part in the Resident-as-Educator program. Conclusions Our study provides insights on the dynamic formation of educator identities amongst dermatology residents. Investment in developing residents as educators through professional development programs may instigate transformational change on the individual physician level and profession’s level.