Education to support professional identity formation in medical students: guiding implicit social learning

Scholtens, Salome; Barnhoorn, Pieter; Fleer, Joke

doi:10.5116/ijme.63f3.ddcb

Cited by 3 publications

(1 citation statement)

References 24 publications

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“…This socialization plays an integral role in how learners approach professionalism and professional identity formation. 15 , 16 Thus, PIF may look different to individuals based on their background. REMPs may have had negative experiences with the healthcare system, potential for social isolation due to systemic racism, and may not have had access to mentors and role models who look like them in their pursuit of a career in healthcare.…”

Section: Introductionmentioning

confidence: 99%

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

Rosario,

Wollen

2024

Exploratory Research in Clinical and Social Pharmacy

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Section: Introductionmentioning

confidence: 99%

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

Rosario,

Wollen

2024

Exploratory Research in Clinical and Social Pharmacy

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An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171

Fleer,

Smit,

Boer

et al. 2024

Medical Teacher

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Self, Physician, and Specialty: A Qualitative Exploration of Medical Students’ Specialty Identity Formation During Undergraduate Medical Training

Schrepel,

Amick,

Bann

et al. 2024

Acad Med

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Purpose A physician's specialty is an integral part of their professional identity formation (PIF), not only determining the role they play in patient care but also shaping group interactions in the workplace. Prior work on PIF in medical students has focused on the development of a physician identity. However, little is known about how medical students might begin to develop divergent specialty-specific identities during medical school. Consequently, the authors aimed to explore how the process of specialty selection shapes PIF during undergraduate medical training and to develop a construct of specialty identity formation (SIF) as an important aspect of PIF. Method The authors used a constructivist grounded theory approach to explore SIF in senior medical students at the University of Washington between August 2022 and January 2023. The author team consisted of 5 attending physicians. Two investigators conducted hour-long, semistructured interviews, which were audio recorded, transcribed, and deidentified. After analysis, member checking was completed with 2 participants. Results The authors interviewed 14 students and categorized the data into 3 phases: nascent understanding, experiential grounding, and projecting forward. Participants reflected on considering their personal values, while simultaneously exploring the values and defining features of various specialty groups. Early impressions were formed based on ideas influenced by peers and mentors and later integrated with experiences on clinical rotations. Finally, participants noted engaging in a process projecting forward as they attempted to envision their potential futures as both physicians and members of a specialty group. Conclusions As students explore their specialty identity, they use self-anchoring and self-stereotyping to integrate components of their evolving specialty identity into their professional identity. However, uncertainty regarding their fit with a specialty persists for many. Many sociocultural aspects of the learning environment affect SIF, including threats to psychological and identity safety.

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Education to support professional identity formation in medical students: guiding implicit social learning

Cited by 3 publications

References 24 publications

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

Mitigating stereotypes and bias in professional identity formation for those with marginalized identities

An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171

Self, Physician, and Specialty: A Qualitative Exploration of Medical Students’ Specialty Identity Formation During Undergraduate Medical Training

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