Foundation skills for veterinary medical research

Boyd, Sharon; Gardiner, Andrew; Phillips, Claire; Paterson, Jessie; Morton, Carolyn S.; Brown, Fiona; Robbé, Iain

doi:10.2307/j.ctt1xhr542.11

Cited by 1 publication

(1 citation statement)

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“…The tertiary education of healthcare professionals not only qualifies a practitioner to practice in their field, but imparts a sense of identity with their profession, along with the responsibilities of being a health professional [28]. Learners are influenced by their teachers to develop their professional identity through enculturation and situated group learning environment-'Situating their learning in groups allows each individual to move from peripheral participation to active engagement' [29]. Both enculturation and situated group learning environment form part of the formal and explicit curriculum, as well as the informal and hidden curriculum [30,31].…”

Section: Professional Identity and Mobilisationmentioning

confidence: 99%

The mobilisation of professional identity: A scoping and lexical review

Dadich,

Best

2024

PLoS ONE

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Interprofessional care obliges different healthcare professions to share decision-making and sometimes, practices. Given established hierarchies, it can be difficult to promote interprofessional care, partly because of the need to reshape professional identities. Despite interest in effective interprofessional care, there is limited research on how professional identity can be mobilised to promote it. A scoping review as well as lexical review of academic publications was conducted to address this void. After searching seven academic databases and screening the identified publications, 22 publications met the inclusion criteria. They collectively reported on 22 interventions, most of which were used in healthcare. The scoping review suggested there is some evidence that professional identities can be mobilised. Yet, of the 22 interventions, only ten explicitly targeted professional identity. The most common intervention was a training or development program, followed by workplace redesign. The need for internal motivation to mobilise professional identity was reported as was the impact of external drivers, like extending the scope of practice. Extending these findings, the lexical review demonstrated that, among the 22 publications, the relationship between professional identity and mobilisation did not feature prominently within the discourse. Furthermore, it seems that geography matters–that is, while all the publications spoke of professional identity, they differed by region on how they did this. Given these findings, concentrated scholarship is needed on the relationship between professional identity and interprofessional care, lest interprofessional care programs have limited, sustained effect. Implications for scholars and practitioners are explicated.

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