Leader identity development in healthcare: an existential-phenomenological study

Koskiniemi, Anne Satu Kristiina; Vakkala, Hanna; Pietiläinen, Ville Pekka

doi:10.1108/lhs-06-2017-0039

Cited by 9 publications

(13 citation statements)

References 28 publications

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“…Such tensions were explored in medical education in several undergraduate contexts 1,2,13,[15][16][17][18][19] and amongst practicing health professionals, exploring the formation of professional identities beyond the identity of the clinician, their identities as educators and leaders. 11,[20][21][22] However, while a few studies exist on the clinician identity formation for residents 23 to our knowledge, no studies explore educator identity formation.…”

Section: Identity Formationmentioning

confidence: 99%

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Dermatology residents as educators: A qualitative study of identity formation

Alwazzan

Alharithy

Alotaibi

et al. 2022

Preprint

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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.

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Section: Identity Formationmentioning

confidence: 99%

“…The study allowed for the examination of contextual data, however, it was conducted in one geographical region and ndings may not be applicable in varying regions in the KSA. Furthermore, the study was limited because of the low number of interviews (20)…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Dermatology residents as educators: A qualitative study of identity formation

Alwazzan

Alharithy

Alotaibi

et al. 2022

Preprint

View full text Add to dashboard Cite

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“…Leader identity can be defined as an individual's self-perception as a leader related to a particular social role (Stryker and Burke, 2000). Koskiniemi et al (2018) highlight some of its dimensions including: personal and relational dimensions; the experience of being a leader; the idea that followers believe that the leader is a leader for them; and, clear understanding of the difference between being a leader and a follower. A person may however believe that he/she is a leader without having a specific role, having what Snelgrove and Hughes (2000) describe as the feeling of being a leader.…”

Section: Leader and Professional Identities: New Hybrid Identitiesmentioning

confidence: 99%

“…Research with other professionals highlights the complexity of reconciling both identities. For example, both Croft et al (2015) and Koskiniemi et al (2018) investigated leader identity development in the context of healthcare professionals and highlighted the challenges in reconciling professional identity with leader identity. However, generalisation across professional groups is challenging since the context and nature of professional work differ so widely.…”

Section: Introductionmentioning

confidence: 99%

An exploration of the professional and leader identity of IT professionals transitioning to a permanent hybrid role: a longitudinal investigation

Smith

Garavan

Munro

et al. 2020

ITP

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PurposeThe purpose of this study is to explore the role of professional and leader identity and the maintenance of identity, through identity work as IT professionals transitioned to a permanent hybrid role. This study therefore contributes to the under-researched area of permanent transition to a hybrid role in the context of IT, where there is a requirement to enact both the professional and leader roles together.Design/methodology/approachThe study utilised a longitudinal design and two qualitative methods (interviews and reflective diaries) to gather data from 17 IT professionals transitioning to hybrid roles.FindingsThe study findings reveal that IT professionals engage in an ongoing process of reconciliation of professional and leader identity as they transition to a permanent hybrid role, and they construct hybrid professional–leader identities while continuing to value their professional identity. They experience professional–leader identity conflict resulting from reluctance to reconcile both professional and leader identities. They used both integration and differentiation identity work tactics to ameliorate these tensions.Originality/valueThe longitudinal study design, the qualitative approaches used and the unique context of the participants provide a dynamic and deep understanding of the challenges involved in performing hybrid roles in the context of IT.

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“…Such tensions were explored in medical education in several undergraduate contexts [ 1 , 2 , 15 , 17 – 21 ] and amongst practicing health professionals, exploring the formation of professional identities beyond the identity of the clinician, their identities as educators and leaders [ 11 , 22 – 24 ]. However, while a few studies exist on the clinician identity formation for residents [ 25 ], to our knowledge, no studies explore educator identity formation amongst this group.…”

Section: Introductionmentioning

confidence: 99%

Dermatology residents as educators: a qualitative study of identity formation

et al. 2023

View full text Add to dashboard Cite

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 conducted a qualitative study, utilizing an interpretative approach. 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. Sixty residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia were invited to take part in this study. Twenty residents participated with sixty written reflections and 20 semi-structured interviews. Qualitative data were analyzed using a thematic analysis approach. Results Sixty written reflections and 20 semi-structured interviews were analyzed. Data was categorized according to themes corresponding to the original research questions. For the first research question regarding identity formation, themes included definitions of education, the process of education, and identity development. For the second research question, 1 theme entitled professional development program included, the following sub-themes: individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described newfound 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.

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Leader identity development in healthcare: an existential-phenomenological study

Abstract: This is a self-archived version of an original article. This version usually differs somewhat from the publisher's final version, if the self-archived version is the accepted author manuscript.

Cited by 9 publications

References 28 publications

Dermatology residents as educators: A qualitative study of identity formation

Dermatology residents as educators: A qualitative study of identity formation

An exploration of the professional and leader identity of IT professionals transitioning to a permanent hybrid role: a longitudinal investigation

Dermatology residents as educators: a qualitative study of identity formation

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