Identity Development in Professional Education* ???

Forsythe, George B.

doi:10.1097/00001888-200510001-00029

Cited by 51 publications

(33 citation statements)

References 1 publication

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“…For example, professional identity formation, a maturational process that occurs over time, is an integral component of the development of professional competence. 24,25 The formation of a physician should be seamless across the continuum of education, training, and practice. The vertical adoption of CBME-that is, the integration of a common competency framework across the educational continuum from UME through GME and continuing professional development-will break down the traditional silos of medical education.…”

Section: Fundamental Principlesmentioning

confidence: 99%

Advancing Competency-Based Medical Education: A Charter for Clinician–Educators

et al. 2016

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The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.

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Section: Fundamental Principlesmentioning

confidence: 99%

Advancing Competency-Based Medical Education: A Charter for Clinician–Educators

et al. 2016

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“…51 Application of Kegan's constructive-developmental theory may provide a framework for assessing students' identity formation through evaluation of their reflective writing. 13,15,63 Although the literature is inconclusive about the value of using standard multisource feedback formats with medical trainees, 64-71 the opportunity for learners to compare multiple perspectives with their own self-assessments may prove to be a powerful PIF tool. Surveys offer additional means to collect valuable information about the natural history of PIF and how it develops and relates to other attributes and experiences of the individual, such as personality traits or demographic variables.…”

Section: Assessment Of Pif Within the Frameworkmentioning

confidence: 99%

“…10 Wilson et al 11 described professional identity as "the integration of personal values, morals, and attributes with the norms of the profession." Kegan's constructivedevelopmental theory 12 has been applied to identity development in several professions, including with military trainees and officers, 13 law students and lawyers early in their careers, 14 and dental students. 15 …”

Section: Introductionmentioning

confidence: 99%

Professional Identity Formation

et al. 2015

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The University of Texas System established the Transformation in Medical Education (TIME) initiative to reconfigure and shorten medical education from college matriculation through medical school graduation. One of the key changes proposed as part of the TIME initiative was to begin emphasizing professional identity formation (PIF) at the premedical level. The TIME Steering Committee appointed an interdisciplinary task force to explore the fundamentals of PIF and to formulate strategies that would help students develop their professional identity as they transform into physicians. In this article, the authors describe the task force's process for defining PIF and developing a framework, which includes 10 key aspects, 6 domains, and 30 subdomains to characterize the complexity of physician identity. The task force mapped this framework onto three developmental phases of medical education typified by the undergraduate student, the clerkship-level medical student, and the graduating medical student. The task force provided strategies for the promotion and assessment of PIF for each subdomain at each of the three phases, in addition to references and resources. Assessments were suggested for student feedback, curriculum evaluation, and theoretical development. The authors emphasize the importance of longitudinal, formative assessment using a combination of existing assessment methods. Though not unique to the medical profession, PIF is critical to the practice of exemplary medicine and the well-being of patients and physicians.

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“…2 Such an 'ideal self' can guide self-transformation through the direction it provides for development, and through the affective and motivational implications of ensuing comparison processes (Boyatzis & Akrivou, 2006;Clarke & Hennig, 2013). Schneider (2012), who like Forsythe (2005) discusses professional identity formation in professionals using Kegan's framework, points to the importance for selfdevelopment of experiencing challenge in the form of limitations and resistance in interactions with the world. Such challenge is important to motivate and enable the subject-object transformations that fuel self-formation.…”

Section: Forming the Professional Selfmentioning

confidence: 99%

Forming the Professional Self: Bildung and the ontological perspective on professional education and development

Fellenz

2015

Educational Philosophy and Theory

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Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner's being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for professional practice. It raises the question of agency in relation to this formational process and considers the implications of the autonomy paradox which arises from the simultaneous influence of the sovereign self and the external authority of the profession on the formation of the professional self. This study considers a structural perspective on both of these matters and concludes with implications for professional education and development derived from constructive developmental theory and the notion of subject-object transformation.

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Identity Development in Professional Education* ???

Cited by 51 publications

References 1 publication

Advancing Competency-Based Medical Education: A Charter for Clinician–Educators

Advancing Competency-Based Medical Education: A Charter for Clinician–Educators

Professional Identity Formation

Forming the Professional Self: Bildung and the ontological perspective on professional education and development

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